| Effective knowledge acquisition is a key aspect of chemistry education and has a profound impact on students’ subsequent development.However,in the process of knowledge acquisition,students inevitably encounter the dilemmas of how to achieve effective learning,how to maintain knowledge in the long term,and how to apply the acquired knowledge to concrete practice.The quality of knowledge structure depends on whether it is deeply processed,the most important of which is to carry out connection the relation-oriented processing,the relation-oriented processing includes primary relation-oriented processing and advanced relation-oriented processing.Therefore,the use of the relation-oriented teaching strategies in practical teaching can better enhance the efficiency of students’ acquisition of chemical knowledge and improve the quality of chemistry teaching.Based on the subject knowledge of high school chemistry,this study innovatively combines two levels of the relation-oriented processing around the relation-oriented teaching strategies,which are divided into the following parts:In the first part,we clarify the research background of this study and the connotation of concepts such as the relation-oriented through literature combing,take constructivism theory,information processing theory and generative theory as the theoretical guidance,and determine literature research method,interview method,questionnaire survey method,quasi-experimental method,paper-and-pencil test method and interview method as the research methods,preliminary identification of instructional design requirements under the relation-oriented teaching strategy based on the current state of domestic and international research.In the second part,we investigate the current situation of chemical students’ knowledge relation-oriented in high school,analyze specifically the three dimensions of students’ overall knowledge mastery,primary relation-oriented and advanced relation-oriented,explore the difficulties of students’ relation-oriented processing,and improve the requirements of teaching design according to students’ acceptance and application of primary and advanced relation-oriented.In the third part,the teaching practice is based on the relation-oriented teaching strategy.Through a comparative teaching experiment with two classes of comparable level in Chongqing School A and corresponding teaching cases,a causal logic model was constructed for the chapter "Atomic structure and properties".A test of variability was conducted with the help of SPSS 26.0 software.Interviews were conducted with students in the experimental classes to further understand the differences in students’ chemistry knowledge acquisition under the relation-oriented teaching strategy and to identify corresponding teaching suggestions for the reference of frontline teachers.Based on the above study,the following conclusions were drawn:(1)The current status of students’ relation-oriented processing and processing difficulties were identified.Most high school students recognized the positivity of the teaching strategy of the relation-oriented to improve their interest in learning,but there are still problems of insufficient action,insufficient chemical knowledge base and lack of causal scientific thinking.(2)The instructional design requirements under the relation-oriented teaching strategy were determined.The primary relation-oriented is based on the oral knowledge and observes the principles of scientificity,appropriateness and rhythm.The advanced relation-oriented is based on the logical basis of knowledge,and sets up core clues,contextual clues and causal clues from causal inference.(3)The effectiveness of the teaching strategy of the relation-oriented was verified.The mean score of the experimental class was 5.322 points higher than that of the control class through the unit teaching practice based on the relation-oriented teaching strategy,while there was a significant difference between the post-test scores of the two classes(p < 0.05),indicating that the teaching strategy could improve students’ performance.The chapter test scores and interview results showed that most of the experimental class could speed up the memorization of chemical declarative knowledge with the help of mnemonics,and some students also achieved the effect of understanding chemical declarative knowledge from the perspective of cause-effect relationships,which led to the acquisition of chemical procedural knowledge.Finally,based on the findings of the study,relevant pedagogical recommendations are made to facilitate effective acquisition of chemical knowledge by students:(1)Find the entry point for advanced relation-oriented with primary relation-oriented;(2)systematize and structure chemical knowledge based on advanced relation-oriented;(3)create causal clues in various forms. |
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