The Diagnosis Study On High School Students’ Chemistry Concepts Learning

Classroom teaching diagnosis makes for further development and developsteaching evaluation contents. The implementation of the classroom teachingdiagnostic method is the core of teachers’ professional development, and it ishelpful to the students’ learning efficiency. Chemistry knowledge in highschool can be divided into: concepts, theories, element compounds, calculation,experiment and knowledge module, different module has the characteristics ofits own. In this paper, the related theory and conclusion diagnostic reviews andintegration. From the chemical concept of classroom teaching of diagnosis, themain research observation diagnosis, exam diagnosis in high school chemistryclass of application.This study mainly contains:(i) I will observe the reflection of the students inconcept learning class. I have diagnosed the students’ learning state, study effectand summarized several dimensions of classroom observation.(ii) Through thetest I diagnosed the difficulty of students in learning important concepts, andsummarized several principles of diagnosis questions.(iii) Through the"REDOX reaction" classroom case that guided as the conceptual changetheory,I initialed the general diagnosis mode in concept class.(iv) I analysedthe students’ several important matters in concept class. According to that Ifound out the reasons and putted forward the teaching suggestions.Methods: Summarized the current research status of diagnosis mainly though literature. Through the questionnaire survey at Tangshan area, the keyresearch of high school chemistry class diagnosis is observation diagnostics inclassroom and try diagnostics. In the course of research in the process ofunderstood the learning difficulties and learning effect of students combinedwith individual interview method.Based on the above researches conclusions can be got:(i) Through theclassroom observation of the students’ participation state, contacts status,cognitive level and ability, and emotional state, we can diagnose the studypresent situation of students. Teachers can quickly understand the studyconditions of students though different expressions, the movement, the look inthe eyes,etc in class.)We can use psychology method--thinking aloud andprocess of problems solving(TAPPS) to diagnose the students’ cognitive leveland ability.(ii) The main principle of diagnosis test: merge similar problems,choose the right questions, identify common problems,keep topics and optionsindependence, etc.(iii) I summarized the concept of the general mode teachingdiagnosis through the REDOX reaction concept teaching and core conceptsteaching cases: Diagnose the knowledge relevant with new concept——stimulate cognitive conflict, introduce new concept——create context and makestudents abstract new concept using different ways from different angles——diagnose if the students master——review concepts after class.(iv) I foundout some problems during concepts classes: the reason of most students getting lower grades is learning motivation shortage. Questions that students training3-5times would still be " wrong again ". Students got low levels of chemicalknowledge, etc. To solve these problems teachers can do: create the chance ofsuccess for students and expect all students highly in order to improve thestudents’ self-efficacy. If the students whose foundation courses are worse cannot use difficulty concepts freely after several times of training teachers shouldguide students from different angles of characterization in different ways tostudy concepts. So that the students can scientifically understand the concepts.Teachers should pay more attention to the solving methods and the cultivationof learring strategies. Teachers should avoid black-and-white language thatmay make students’ thinking rigid even go wrong.