analysis of high school chemistry difficult to learn（高中化学难学的分析）

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OOLGATESARENEWTOTHEHIGHSCHOOLCHEMISTRYLEARNING,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