Teaching Causes Analysis Of Students With Difficulty In Chemistry Learning In Senior One Grade Based On The Current Evaluation System

Since 2010, the policy of College Entrance Examinations and the assessment system in Jiangsu Province has changed into “3+Academic Level Test+ comprehensive quality assessment”, in which chemistry, considered as one of the Academic Level Test subjects, is graded into A,B,C,D. According to the current application and admission policy in Jiangsu Province, if a student’s grade of the elective subjects is under B, he is prohibited from applying to many universities. Chemistry in senior one grade is the basis and an important part of the whole teaching content in the subject of chemistry on senior high school, which usually accounts for a large percentage in the College Entrance Chemistry Examination. The course covers many points and there are many important and difficult points so that some freshmen can’t adapt to the study of chemistry in senior one, as a result of which, they can not achieve good grades in chemistry and become students with learning difficulty in chemistry, affecting the construction of the knowledge of chemistry of the whole senior high school period. Therefore, it is particularly important to find out the reasons for senior one students ’ learning difficulty in chemistry. The causes vary from period to period and place to place. Therefore, this article studies students with learning difficulty in chemistry in senior one in Taicang Senior High School, focusing on analyzing the teaching causes.The research method of this article is survey. By consulting the relevant literature information together with practical research, I designed a questionnaire in terms of teacher-student relationship, metacognitive strategy, teaching method, teaching attitude and evaluation method. After the test of reliability, I carried out a questionnaire survey among students with learning difficulty in chemistry in senior one and analyzed the data with the help of SPSS. Meanwhile, I collected relevant materials about the teaching causes of students with learning difficulty in chemistry through individual interviews with students with learning difficulty in chemistry and chemistry teachers. Through factor analysis, I have found that in the current assessment system, the causes of students with learning difficulty in chemistry are teaching attitudes, teaching methods, teacher-student relationships, metacognitive strategies and the recognition of the significance of the subject of chemistry.A limitation of the research is the research scope. It is only limited to the course of chemistry in senior one in Jiangsu Province, exploring the causes of students with learning difficulty in chemistry without putting forward corresponding transforming strategies and researching and analyzing them.