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ANALYSISOFHIGHSCHOOLCHEMISTRYDIFFICULTTOLEARNIENGAGEDIN10YEARSOFCHEMISTRYTEACHINGINHIGHSCHOOL,FOUNDTHATAFTERTHREEYEARSOFRESEARCH,70OFSTUDENTSTHINKCHEMISTRYISDIFFICULTTOLEARN,AND30OFTHESTUDENTSLOSEINTERESTINLEARNINGBECAUSETHECHEMICALISDIFFICULTTOLEARNSTUDYFOUNDTHAT,IFNOTHANDLEDPROPERLYLEARNINGCHEMICALDIFFICULTY,ISLIKELYTOBECOMEAPOINTOFDIFFERENTIATIONINSTUDENTLEARNINGFORMATIONOFCHEMICALLEARNINGDIFFICULTYBOTHOBJECTIVEFACTORSANDSUBJECTIVEFACTORS,TEACHERSSHOULDBESTUDIEDINTHESESUBJECTIVEANDOBJECTIVEFACTORSINTHESTUDENTSLEARNINGTHECAUSESOFLEARNINGDIFFICULTIES,ANDSEEKTHEAPPROPRIATECOUNTERMEASURES,FUNDAMENTALLYALLEVIATETHEDIFFICULTYOFSTUDENTLEARNING,TOSTIMULATESTUDENTSENTHUSIASMFORLEARNING,TOIMPROVETHEQUALITYOFTHESTUDYOFCHEMISTRYACHEMISTRYTEXTBOOKCONTENTITSELFTOFORMTHEDIFFICULTY1CHEMICALCONCEPTSANDTHEORIESWITHSTRONGCONCEPTUALANDABSTRACTCHEMICALCONCEPTOFDEVELOPMENT,STUDENTSFORMEDFROMPERCEPTIONCONCEPTTOCONCEPT,DEEPENTHEUNDERSTANDINGOFTHEPROCESSOFGRADUALLYLEADTOTHEUNDERSTANDINGOFTHEDISORDERANDINSTABILITYSURVEYSHOWEDTHATMOLECULES,ATOMS,CATALYST,ANDTHEAMOUNTOFMATERIAL,THEELECTRONCLOUDOFTENABSTRACTCONCEPTSANDTHEORIESOFCHEMICALBONDS,HOMOLOGUES,CHEMICALEQUILIBRIUM,IONIZATIONEQUILIBRIUM,PRIMARYCELLS,ELECTROLYTICCELLOFTHESTUDENTSINAWE,SOMECONCEPTSANDTHEORYOFTHEFORMATIONOFAGOODMATHEMATICALFOUNDATIONANDEXPERIMENTALSKILLSALSOREQUIRESTUDENTSTOFURTHERDEEPENTHEDIFFICULTYOFLEARNINGOFCHEMISTRYWITH“DEEP”,“MISCELLANEOUS”,“MIXED”ANDSOONDEEPISTHECHEMICALTHEORETICALKNOWLEDGEISMOREABSTRACT,ESOTERIC,ITISNOTEASYTOGRASPTHEMEANINGANDSUBSTANCEOFSTUDENTS,SUCHASTHEPRINCIPLEOFREDOXREACTIONS,CHEMICALEQUILIBRIUMTHEORY,ELECTROLYTICTHEORYMISCELLANEOUSREFERSCLUECHEMICALPROBLEMSCOMPLICATED,DIFFICULTTOUNDERSTAND,STUDENTSDISARRAYCLUESCANNOTFINDABREAKTHROUGHINSOLVINGTHEPROBLEM,SUCHASELEMENTSANDCOMPOUNDS,CONGRESSSHOULDHELPTOBEGINFASHIONINGCONSERVATIONMIXEDDIFFERENTIATORREFERSTOANUMBEROFCHEMICALPROBLEMSGRASPALLOWED,CONFUSION,EASILYCONFUSEDSPECIOUS,COMPAREDTOOTHERDISCIPLINESOFCHEMISTRYKNOWLEDGESYSTEMSISFRAGMENTED,OFTENUSETHISTHEORYTOEXPLAINTHEPHENOMENON,WHILEANOTHERSIMILARPHENOMENONMUSTBEANENTIRELYDIFFERENTTHEORYTOEXPLAINMANYOFTHECONCEPTS,THEORIESEXPRESSEDINWORDSTOOABSTRACT,OBSCUREANDFARAWAYFROMTHEACTUAL3CHEMICALKNOWLEDGETOFORMCOGNITIVESPANBETWEENTHEMICROANDMACROMANYHIGHSCHOOLCHEMISTRYKNOWLEDGEDRIFTEDBETWEENMACROANDMICROANALYSISOFMACROSCOPICPHENOMENAOBSERVEDNECESSARILYABSTRACTNATUREOFASUBSTANCE,ANDSOMEKINDOFLAWOFTHISNATUREORLAWSOFTHESTRUCTUREOFMATTERANDTHEBASICTHEORYTOEXPLAINSTUDENTSCOGNITIVEPROCESSBETWEENMACROANDMICRO,EXPLICITANDINHERENTLEAPSANDBOUNDSEVERYLOGICPROGRAMISTHECOMPLETIONOFTHECOGNITIONNECESSARYPARTOFTHEWHOLEPROCESS,INTERRUPTONELINKWILLRESULTINPARTIALCOGNITIVEIMPAIRMENT,EVENTHOUGHTDISORDERTHEINTERNALMETHODOFTHINKINGINCHEMISTRYLEARNINGDIFFICULTYANABSTRACTWAYOFTHINKINGABSTRACTTHINKINGINCHEMISTRYLEARNINGSCIENTIFICABSTRACTLOGICALMETHOD,HYPOTHESISVERIFICATIONMETHODANDMATHEMATICALMETHODS,MANYSTUDENTSUNFAMILIAR2IMAGEWAYOFTHINKINGCHEMICALRESEARCHISINSEPARABLEFROMTHEIMAGEOFTHEPERCEPTION,STORAGEMEMORY,RECOGNITION,ESTABLISHMENTOFMODELANDIMAGETHINKINGACTIVITY,THEGENERALMECHANISMOFTHEUSEOFTHEIMAGEOFTHINKINGINCHEMISTRYLEARNINGACTIVITIESOBSERVATIONIMAGELENOVOIMAGINATIONMODEL,IMITATEORSIMULATEHAPPENSTOBETHEWEAKLINKFORMOSTSTUDENTS3SYMBOLICWAYOFTHINKINGPOTENTIALTHINKINGENERGYDUETOTHECHEMICALSYMBOL,ITCANINDUCETHETHINKINGPROCESS,ITSPOTENTIALMEANINGSINTOTHEFORMOFASPECIFICSYMBOLUSECHEMICALSYMBOLSTOREPRESENTTHECHEMICALTHINGS,THECHEMICALSYMBOLASTHINKINGCOMPUTINGTOOLSANDMEDIATHINKINGACTIVITIESWAYISTHECHEMICALSYMBOLFORTHINKINGTHINGSSTRICTLYDEFINEDCHEMICALELEMENTSYMBOLS,CHEMICALFORMULAS,CHEMICALEQUATIONSANDOTHERCHEMICALSYMBOLSCIENTIFICCONCEPT,THESPECIFICRELATIONSHIPBETWEENTHECHEMICALTHINGS,ISTHETHOUGHTPROCESSOFATYPICALCHEMICALSYMBOL,HIGHSCHOOLCHEMISTRYTEXTBOOKSYSTEMIMPROPERFORMOFDIFFICULTY1TEXTBOOKSCANNOTVERYWELLREFLECTEDINTHE“THETHREESEQUENCE”RATIONALIZATIONINTEGRATIONCHEMICALSCIENCEHASITSOWNSYSTEM,REACTWITHEACHOTHERINORDERTOREFLECTTHECOMPOSITIONOFTHEMATERIAL,STRUCTURE,RELATIONSHIPBETWEENTHEOBJECTIVELAWS,THESELECTEDCHEMICALBASICS,BASICSKILLSCHOREOGRAPHYSHOULDHAVEALOGICALORDERBUTONLYACCORDINGTOTHELOGICOFKNOWLEDGEORGANIZEDINTHEORDERTEXTBOOKSNOTNECESSARILYSUITABLEFORSTUDENTSLEARNING,ITDOESNOTNECESSARILYMEETTHESTUDENTSCOGNITIVEORDERANDPSYCHOLOGICALDEVELOPMENTOFTHEORDERSEQUENCETHELOGICALORDEROFKNOWLEDGE,COGNITIVEORDER,THEORDEROFTHEPSYCHOLOGICALDEVELOPMENTOFCHEMICALREACTIONRATES,CHEMICALEQUILIBRIUMTHEORYOFKNOWLEDGELAGGINGCHOREOGRAPHY,CAUSEDBYTHENATUREOFSOMEELEMENTSANDCOMPOUNDS,ORGANICCOMPOUNDS,USESNOTAREASONABLEEXPLANATION,HADROTE,ISNOTCONDUCIVETOSTUDENTLEARNINGSOMECONTENTARRANGEMENTSDIFFICULTYTOOCONCENTRATEDCURRENTPEPCHEMISTRYTEXTBOOKANDTHEDISPERSIONDEGREEOFDIFFICULTY,ALLBROKENUPISSUESSUCHASCHEMISTRY1COMPULSORYFOREXAMPLE,THEFIRSTCHAPTEROF“SECTION2STOICHIOMETRICEXPERIMENT”ACTUAL“AMOUNTOFSUBSTANCE“,SECTIONIIIONREACTION”INTHESECONDCHAPTER,SECTIONIII,OXIDATIONREDUCTIONREACTION,ARESTUDENTSLEARNINGCHEMISTRYOFDIFFICULTY,THREEDIFFICULTYAREARRANGEDJUSTCROSSHIGHSCHOOLSTUDENTSINTOTHEHIGHSCHOOLGATESARENEWTOTHEHIGHSCHOOLCHEMISTRYLEARNING,TEACHINGPRACTICEPERSPECTIVE,ISNOTCONDUCIVETOTEACHINGANDLEARNING,THEKNOWLEDGESYSTEMISMORECOMPLETE,BUTDIFFICULTTOLEARNTHESTUDENTSTOLEARN,EASYTOPRODUCE,DIFFICULTTOUNDERSTAND,DIFFICULTTOMASTERDIFFICULTTOUSEANDAFEAROFTHEPSYCHOLOGICALEFFECTSOFTHECHEMICAL,WHICHDIDNOTFOLLOWTHELAWOFSTUDENTLEARNINGFOURTH,THEREISNOAPPROPRIATEMETHODOFMEMORYANDMEMORYFORMATIONDIFFICULTYKNOWLEDGEDISORDERLYCAUSEDSTUDENTSNOMEMORYPHENOMENONINTHESTUDYOFCHEMISTRY,STUDENTSINEACHSMALLLEARNINGPERIODSUCHASACLASS,ALECTURE,AHALFDAY,THESTORAGEOFKNOWLEDGEANDINFORMATIONISRELATIVELYORDERLY,EACHLEARNINGPERIODSUCHASAWEEKINJANUARY,YEAR,THESTORAGEOFKNOWLEDGEANDINFORMATIONISRELATIVELYCOMPLICATED,MESSYANDDIFFICULTFORMANYCHEMICALSTATEOFDISORDERKNOWLEDGEOFTHEBRAINTHOUGHTTOBROADENTHEKNOWLEDGEANDINFORMATIONISDIFFICULTTOFULLYACTIVATETHEDISORDEREDSTATEOFKNOWLEDGEINTHEPROCESSOFAPPLYINGPREDISPOSESAMKNOWWHATTODOPOSTEDINTHEFREEPAPERSDOWNLOADCENTERHTTP/ENGHI138COM2KNOWLEDGEFORGOTTENUNDERSTANDDISCIPLINESMEMORYMETHODCHEMICALKNOWLEDGEHAVINGMANYANDCOMPLEXFEATURES,ANDSIMILAR,SIMILARCONCEPTSRELATEDINTERTWINED,SOTHATTHEINTAKEOFTHEBRAINONTHEKNOWLEDGEINFORMATION,UNDERSTANDING,STORAGE,PROCESSINGISRANDOM,DYNAMIC,NONCONTINUOUS,ANDTHEREISACERTAINTIMEINTERVALPERIODISVERYPROMINENT,MEMORYFORGETTINGISCLOSELYRELATEDTOTHEPERIODOFSEXUALINTERACTIONBETWEENLAWISALSOVERYOBVIOUSBRAINSUCHACCUMULATE,DYNAMICSTORAGE,MEMORYANDFORGETTINGINTERACTIONCHARACTERISTICSDETERMINEDTOLEARNCHEMISTRYMUSTMASTERCHEMICALDISCIPLINESMEMORYCHEMICALCOMMONLYUSEDMETHODOFMEMORY1THINKINGCLASSMEMORYMETHODFEATUREMEMORYMETHOD,2SELECTTHEMEMORYMETHOD,3UNDERSTANDINGOFMEMORYLAWLAWMEMORYMETHOD,THECLASSIFIEDMEMORYMETHOD,2PHONOLOGICALCLASSTHEMEMORYMETHOD1THEHOMOPHONICMEMORYMETHODFORMULASMEMORY3THEHOMONYMMEMORYMETHOD3SIMPLIFIEDCLASSMEMORYMETHODFIRSTWORDMEMORYMETHOD1THEHOMOPHONICMEMORYMETHOD,2FORMMEMORY,ICONMEMORYMETHODSURVEYFOUNDMEMORY,STUDENTSINTHEPRACTICALAPPLICATIONOFTHEMETHODISLESSTHAN10,TEXTBOOKSANDEXAMOBJECTIVE“SCISSORS”ACOMPILATIONOFTEACHINGMATERIALSLACKOFGUIDANCEANDEXAMPLESOFSTUDENTLEARNINGMETHODTRACTIONLEARNINGSHOULDACQUIREACERTAINAMOUNTOFCHEMISTRYTOSOLVECHEMICALPROBLEMSNEEDTOMASTERTHEPROBLEMSOLVINGMETHODSANDTECHNIQUES,WHICHINTHECURRENTTEXTBOOKSANDNOCONCRETEMANIFESTATIONTEXTBOOKSLACKOFAPPLICATIONOFSCIENTIFICMETHOD,STUDYMETHODANDEXAMPLESDEMONSTRATIONSWRITEMODE,ITDOESNOTMEETTHESTUDENTSDEVELOPMENTOFTHINKING,STUDENTSDOEXERCISESOREXAMINATIONS,DUETOTHELACKOFMETHODOLOGICALGUIDANCEANDEXAMPLESINSPIRATION,RESULTINGINTHELACKOFPRIORKNOWLEDGEOFTHEPROBLEMSOLVING,RESULTINGINACERTAINDEGREEOFPSYCHOLOGICALBARRIERS,THUSINCREASINGTHEDIFFICULTYOFTHEPROBLEMSOLVINGDIFFICULTYTEXTBOOKEXERCISESANDEXAMINATIONQUESTIONSWAS“SCISSORS”SITUATIONTHEONEHAND,THETEXTBOOKASINGLEQUESTIONTYPESANDTESTOBJECTIVESLIMITTHESTUDENTSABILITYTOAPPLYKNOWLEDGETOSOLVEPRACTICALPROBLEMS,ISNOTCONDUCIVETOSTIMULATESTUDENTSCREATIVITYONTHEOTHERHAND,THEVARIOUSTYPESOFEXAMINATIONSINVOLVEANUMBEROFOPENQUESTIONSANDPRACTICALQUESTIONSTOSTUDENTSINNOVATIVESPIRITANDPRACTICALABILITY,SUCHEXERCISESHAVEAGREATERDEGREEOFOPENNESS,REQUIRESTUDENTSTOTHINKANDSOLVEPROBLEMSFROMMULTIPLEPERSPECTIVESTHESTUDENTSLONGSINGLE,LOWLEVEL,IDEALIZEDEXERCISETRAININGINTHEFACEOFTHENEWEXAMINATIONKINDSOFQUESTIONSWILLBEHELPLESSCHEMISTRYTEACHERARTIFICIALLYCREATEDDIFFICULTY1TEACHINGMETHODSIMPROPERFORMATIONOFTHEDIFFICULTYMAINLYINADIFFICULTYCONCENTRATEDDISPERSIONOFDIFFICULTY,DOMOREEXPERIMENTS,WITHPRACTICE,CITEDBYTHEOLDANDNEW,ANALOGMICROSCOPICCONCEPTTODESCRIBE,CANEFFECTIVELYREDUCETHELEARNINGCURVEWITHTHEMACROPHENOMENONORSTUDENTSDIRECTEXPERIENCE,BUTSOMETEACHERSANDNOTGOODATAPPLYINGEFFECTIVEMETHODSOFAESTHETIC2DONOTPAYATTENTIONABOUTTHEPOPULARANDREFININGTHELANGUAGEOFIMAGE,POPULAR,ANDCONCRETEEXAMPLE
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