Intervention Study On Chemical Concept Learning Strategies Of Junior Middle School Students

The knowledge system of chemistry is based on the concept of chemistry,which reveals the essence of chemical reaction.The process of learning chemical concepts is not only to solve problems by mastering knowledge,but also to promote the self-construction of students’ knowledge and the promotion of their core quality.From the disciplinary point of view,learning chemistry concept well is the premise of constructing correct chemistry knowledge system and the basis of learning chemistry well.But for junior high school students,who are new to chemistry,susceptible to misconceptions or preconceptions,unable to understand concepts well,and unable to transfer to chemistry some of the methods based on experience in other disciplines,their learning concept is mainly based on mechanical memory,and there are few effective learning strategies,so although they can memorize knowledge points by rote,their knowledge application level is very low,and their performance is also poor,which is especially obvious in students with learning disabilities.A large number of studies have shown that good learning strategies are significantly related to the improvement of academic performance.Based on the existing theory and practice,this study explores the influence of the intervention of chemical concept learning strategy on the chemical learning level of junior middle school students by means of Quantitative Data Analysis and qualitative interview.In this study,six classes of students in the third grade of Shuofang middle school in Wuxi were selected to explore the effect of the intervention of chemical concept learning strategy on students’chemical learning level.In the first study,the effects of mind mapping strategy,elaboration strategy and reflection and correction strategy on students’ chemistry learning outcomes were discussed.In the second study,six students were selected to explore the influence of intervention strategies on chemistry concept learning through the analysis of test papers,assignments and interviews.The study found:1.Mind Mapping Strategy,fine processing strategy and reflective error correction strategy for junior high school students to improve their chemical performance has a significant role.2.These three strategies have positive effects on students’ achievement at different levels,and the effects are different.After intervention,it was found that the students with high scores improved greatly（p<0.05）,while the students with low scores did not（p>0.05）.3.All three strategies contributed to different degrees of improvement in boys’ and girls’performance,but the gender differences were not significant.4.In the case study,the effect of strategy intervention on low-achievers,middle-achievers and high-achievers is different,the effect is from big to small,middle-achievers,high-achievers and low-achievers.