Cause And Education Countermeasures Element Chemistry Learned Helplessness

In the context of new curriculum reform, teaching strategy and development of new ways, which benefit the student in the joyful and efficient study, has become a major issue for all teachers currently. As for chemistry branch, main study object is the substance that consists of various elements, meanwhile, the chemical concept, chemical experiments, chemical theory and calculation are all based on element chemistry knowledge, and all these proves the importance of element chemistry knowledge. Nonetheless, during the element chemistry teaching, it is found that learned helplessness phenomenon occurs frequently in students. They feel that element chemistry is disordered and it is difficult for them to maintain a long-term study interest. The learned knowledge cannot be memorized easily by the students, and further utilization for answering questions would become a normal issue for them as well. Eventually it makes students get low academic achievement and lose confidence in learning this part of knowledge and become unwilling to learn element chemistry. By considering the importance of element chemistry in chemistry in chemistry study, such problems would not only affect the element chemistry study but also affect other chemistry study for the students.This paper mainly studies the knowledge of element chemistry for the grade one student of senior middle school. By reviewing of related literature and preparation of questionnaire for students and teachers, further to the information obtained from the questionnaires for students and teachers, considering the characteristics of element chemistry’ factor, teachers’factor and students’factor, this paper analyzes the causes of learned helplessness phenomenon in learning the knowledge of element chemistry for the grade one student of senior middle school students. According to the specific reasons and the reactions from students and teachers towards this issue, this paper puts forward some teaching strategies in the view of teacher, which prevent students have learned helplessness in learning the knowledge of element chemistry. Through the implementation of guiding the students to build self-learning element chemistry targeted strategies, to help students learn to use analogy strategy, comparative strategy, outline strategy and relation graph strategy to understand and remember the knowledge of the element chemistry, allow students to construct knowledge and form knowledge networks by themselves, and train the ability of students to learn the knowledge of element chemistry. Through the implementation of forming the classroom teaching strategies scientifically which take the teacher as the guidance and the students as the subject, from the perspectives of chemical history, chemical experiment, the relation to people’s daily life and exercise to train the students interest in learning the knowledge of element chemistry, to stimulate the initiative of students, to fully reflect the students’ subjective initiative to feel the knowledge of element chemistry in our familiar life to make the students feel the practicality of the knowledge of element chemistry to stimulate students’desire for the knowledge and train the ability of applying knowledge flexibly to prevent the learned helplessness occurrence. It not only can help students to grasp the knowledge of element chemistry better, but also build a solid foundation for the subsequent chemistry contents, and the students can learn the knowledge of chemistry and use the knowledge of chemistry in a better way to service the society and life.This research aims to analyze the reasons of the occurrence of learned helplessness to students in learning the knowledge of element chemistry and raise some teaching strategies which can be applied in the process of teaching the knowledge of element chemistry and to provide some reference and experience for the teachers in grade one of senior middle school and other education stage to achieve better teaching effect of this part of knowledge.