By taking part in all kinds of chemistry learning and problem solving activities, students have accumulated abundant factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge, and those knowledge will have an effect on problem solving in chemistry. During the procedure of problem solving, students were limited by the immediate memory span, and as a result, perceptual system selectively recognizes information in a problem situation. What’s more, differences in recognition of problem solving were depended on students’ type and degree of knowledge, which vary from students to students because of different learning level, and at the same time, offer a new perspective for the study on problem solving.  Basing on the interpretation of result and discussion, we hold the view that for students in different learning level and different kinds of chemistry knowledge, we should adopt different instructional strategies: adopting practice strategies of positive and negative examples, and fine machining strategies to facilitate the meaning understanding and schematization of conceptual knowledge in chemistry. Strengthening the connection and positioning processing system of generative rules, and using exercise and feedback strategies to improve the level of generative connection and automation of procedural knowledge. Training students in general problem solving strategies and creating supportive social environment to improve students’ metacognition level.

Xiaohong Wu. The Teaching Strategy of Middle School Chemical Knowledge. Frontiers in Educational Research (2020) Vol. 3 Issue 7: 45-49. https://doi.org/10.25236/FER.2020.030713.

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