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Studies on High School Chemistry Reflective Learning Ability Teaching Strategies

Author: ZhengSuPing
Tutor: JinHuiJuan
School: Yanbian University
Course: Subject Teaching
Keywords: Senior Chemistry reflective learning learning Ability teaching strategies
CLC: G633.8
Type: Master's thesis
Year: 2010
Downloads: 96
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Abstract

Learning has the characteristic of reflection, which is the process of inspect reorganization of their thinking process, and the results of thinking. Reflection plays an indispensable role in learning chemistry and is an important way for students to learn how to learn. Without reflection, students’apprehension ability can’t develop to a higher level. Reflective learning means reflecting one’s learning process, generally speaking, that is the learners are aware of the fact that why to learn, what to learn and how to learn. It is the reverse thinking of one’s learning and learning characteristic involved during learning, such as certain matters, material, information, thinking and results. Reflective learning contains four basic characteristics, including inquiry, subjectivity, and progressive, innovative. Reflective learning ability is an important part of learning strategies, and developing students’reflective learning ability plays an important role in one’s lifelong learning. Contemporary constructivist theory holds that learning is not a process of passive acceptance, simple copy and assimilation but a process requires students to construct, to continually reflect general send abstracts their learning process. But in the current teaching practice, the reflective learning is the weakest.According to the research on the students in Yueqing Hongqiao High school, I find that students’chemical reflective learning ability is general weak, causes for which are mainly two aspects:students are lack of reflective awareness and teachers don’t pay enough attention to the reflective learning. Students’reflective learning ability needs teachers’conscious guidance and training, students achieve significant progress in chemistry by do purpose and planned reflective training experiment in chemistry teaching, which shows that the experiment has achieved significant results; and the training strategies adopted in the experiment are effective.This article is based on the chemical curriculum standards, under the guidance of constructivism and meta-cognitive educational theory, and using literature, investigation, action research, and teacher interviews and other research methods, to combine teaching practice and teaching theories. According to the condition of our students, we carry out cultivation of reflective learning and research to find some effective strategies to develop reflective learning ability, By analyzing the theoretical basis, the meaning and significance of reflective learning and theory of reflective learning from home and abroad. The paper discusses the following four components:theoretical basis to develop students’reflective learning ability, the analysis of meaning, characteristic and process of reflective learning. it is finished by using the self edited《questionnaire on high school students’chemistry reflective learning ability》by using experimental research to analyze the development of students’reflective learning ability; and by combining teaching practice, I sum up six teaching strategies, including to stimulate and strengthen students’chemical reflective Learning awareness, to write reflective diary, to enhance the students’reflective perseverance, to establish an interactive relationship by discussing in group, to promote students to reflect by combination of subjects’characteristics, to open the class and guide students to reflect, to let students evaluate themselves to improve their ability. From the research, we achieve certain results, and the teaching tragedies offer some reference to students’effective learning. But due to the shortage of time, some questions need further discuss such as how to choose ways of learning according to the material and students.

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