Application Of Feynman Technique In High School Chemistry Teaching

As time progresses and education continues to innovate,the search for efficient teaching methods has always been an important topic of exploration in the field of education.In the popular trend of "relearning",how to guide students to learn and think efficiently and actively has always been a difficult hurdle to overcome.This is due to the fact that students have been in passive learning for a long time,and a large amount of knowledge is only for the purpose of test-taking,and written knowledge is not processed deeply by the brain,so students cannot really apply what they have learned.The Feynman Technique of learning is an efficient learning method that combines the process of "transformation of knowledge representation" and "manifestation of implicit thinking",and advocates the enhancement of self-drive by means of "active output".It advocates the enhancement of self-drive by means of "active output" and the effective strengthening of students’ active learning awareness through "teaching for learning" to achieve the goal of deep learning.In this paper,we propose to introduce the Feynman Technique of learning in high school chemistry to explore its positive effects in solving the ineffective learning problems of high school students in the process of learning chemistry.The details include: firstly,a survey and analysis of the current situation of high school chemistry teaching;secondly,literature research and theoretical analysis of the Feynman Technique in domestic and international research and application research in education and teaching using the literature research method;then,a teaching practice model and evaluation system of the Feynman Technique;finally,a semester-long teaching practice based on the action research method with two parallel classes in the senior class of a high school in Taiyuan City.Finally,a semester-long teaching practice was conducted in two parallel classes of a high school in Taiyuan City,based on the action research method: using the group as the fulcrum,dividing the Feynman Technique activity groups according to the strategy of mixing male and female,complementary personalities,and leading the poor with the best,and evaluating the effectiveness of the Feynman Technique practice in both qualitative and quantitative dimensions by using the multiple evaluation methods of questionnaire,interview and observation.The results of the practice showed that the Feynman Technique has a certain promotion effect on the improvement of students’ performance,but there are differences in its effects on different types and levels of students,among which the extroverted middle level students or those who are more influenced by the Feynman Technique have a more obvious progress in relative terms.In addition,the Feynman Technique has certain positive effects in promoting students’ active learning,increasing their motivation,shaping their critical thinking,enhancing their communication skills,and building their academic style.This paper is a trial and preliminary investigation of the Feynman Technique in high school chemistry teaching,which has achieved the expected research objectives and can provide a basis and reference for subsequent research on the Feynman Technique and front-line teachers’ teaching.