Analysis of high school chemistry difficult to learn-毕业论文翻译.docVIP

Analysis of high school chemistry difficult to learn I engaged in 10 years of chemistry teaching in high school, found that after three years of research, 70% of students think chemistry is difficult to learn, and 30% of the students lose interest in learning because the chemical is difficult to learn. Study found that, if not handled properly learning chemical difficulty, is likely to become a point of differentiation in student learning. formation of chemical learning difficulty both objective factors and subjective factors, teachers should be studied in these subjective and objective factors in the students learning the causes of learning difficulties, and seek the appropriate countermeasures, fundamentally alleviate the difficulty of student learning, to stimulate students’ enthusiasm for learning, to improve the quality of the study of chemistry. A chemistry textbook content itself to form the difficulty 1. Chemical concepts and theories with strong conceptual and abstract Chemical concept of development, students formed from perception concept to concept, deepen the understanding of the process of gradually lead to the understanding of the disorder and instability. Survey showed that molecules, atoms, catalyst, and the amount of material, the electron cloud often abstract concepts and theories of chemical bonds, homologues, chemical equilibrium, ionization equilibrium, primary cells, electrolytic cell of the students in awe, some concepts and theory of the formation of a good mathematical foundation and experimental skills also require students to further deepen the difficulty of learning. Of chemistry with “deep”, “miscellaneous”, “mixed” and so on Deep is the chemical theoretical knowledge is more abstract, esoteric, it is not easy to grasp the meaning and substance of students, such as the principle of redox reactions, chemical equilibrium theory, electrolytic theory. Miscellaneous refers clue chemical problems complicated, difficult to