




已阅读5页,还剩6页未读, 继续免费阅读
版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
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
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 2025版权许可合同试用
- 2025年超声技能考试题及答案
- 2025石油买卖合同范本「版」
- 微信公众号开发运营服务协议
- 练习演讲稿150字8篇
- 202A服装采购合同
- 关于幸福的作文800字范文(9篇)
- 产品分销及售后合同协议
- 物联网设备维护与升级服务合同
- 一年级状物作文白玉兰400字14篇
- 2025年上海市安全员C3证(专职安全员-综合类)考试题库
- 医院消毒隔离工作基本知识培训
- 5 我是小音乐家 (教案)-2023-2024学年人音版(2012)音乐三年级下册
- 质押监管解决方案
- 2025届筠连县数学五年级第二学期期末监测试题含答案
- 单位酒水采购合同范本
- DB11-T 754-2017 石油储罐机械化清洗施工安全规范
- 《水利水电工程可行性研究报告编制规程》
- 2025年济宁农村干部学院(校)招生历年高频重点提升(共500题)附带答案详解
- 铁路技术规章:018铁路军事运输管理办法
- 2025年教师资格考试初级中学面试历史试题及答案指导
评论
0/150
提交评论