Abstract In this study, all the nine grade students in the school were taken as the research objects, and they were divided into experimental group and control group. The “micro lectures” which were designed through collective lesson preparation were uploaded online for students in the experimental group to learn by themselves. After two months’ practice, the students’ self-study ability was investigated, compared and analyzed. Results indicated that self-study with the help of micro-lectures could improve students’ self-study chemistry ability; self-study chemistry ability of girl students was still better than boy students in terms of gender differences; self-study chemistry ability of boy students made significant progress, and the effect of practice was better than that of girls; on the difference of academic level, students with learning difficulties had the greatest improvement in self-study chemistry ability, followed by the middle-level students, and the top students had the smallest improvement in self-study chemistry ability. According to the above conclusions and the experience gained in practice, the following suggestions were put forward: to construct “micro-lectures chain” with the characteristics of chemistry; to build platforms for students’ feedback and teachers’ communication; to construct home-school union to supervise students’ self-study process.
SHEN Yuan-Ning. Research and Improving Strategies of Junior High School Students’ Self-Study Chemistry Ability Under Micro-Lectures Mode[J]. Chinese Journal of Chemical Education, 2020, 41(5): 78-83.
