A Research Study On The Differences Of Chemical Symbol Learning Of Junior High Student

Chemical symbol is a special “language”of chemistry, which is used to indicate material composition, structure and change process, with international versatility. As a special language, the chemical symbol for chemistry is the basis of chemistry learning and a tool of exchanging chemical technology, and also a bridge which helps people to understand chemical knowledge. At the age of enlightenment, the learner will learn element symbols, chemical formulas and chemical equations and other basic learning of chemical symbol, which influences further chemistry learning a lot. As a consequence, it’s necessary to study students’ problems of chemical symbol learning and teachers’ teaching methods from theories and practice. This thesis uses Junior High three students as study objects and takes Junior High chemical symbol as a carrier, trying to explore the chemical symbol learning condition of students with different learning abilities and mainly answering the following questions:(1)What’s attitudes and ideas of students with different learning abilities towards chemical symbol learning? And how about their learning ways?(2)Is there any difference of chemical symbol learning among students with different learning abilities, such as awareness, understanding and use of chemical symbol ? If so, what kind of differences? And why?(3)How’s learning process of chemical symbols learning of students with different learning abilities? And what kind of differences?(4)In practical teaching, what should teachers do to promote students with different abilities to learn chemical symbols well?This research method includes the document analysis, the questionnaire survey and measurement method. The main content is to survey and study the differences of Junior three students with different learning abilities as learning chemical symbols.The whole paper mainly consists of four parts.In the first part, the author comes up with study questions.Firstly, the author explains the ideas of this thesis and its significance from the Compulsory Chemistry Curriculum Standards, related chemistry textbooks, and his two-year teaching experience.And then he adopts the document analysis,summarizing studies of the related theories and research findings on “chemical symbol learning” and “the difference of chemistry learning” and making the appropriate analysis of the literature.The second part is a review of the study, including the "research basis ", "research objects" and "design ideas of research." In the "research basis" section, the author collects definitions and classifications from different scholars so as to build the chemical symbol system of this study.Then he makes a detailed analysis of the objectives and requirements on "the chemical symbol" in Compulsory Education Chemistry Curriculum Standards and its distribution in the chemistry book. As for "research objects", the writer first analyzes the various aspects of the students, and then divides the students into excellent students, secondary students and students with learning difficulties according to their grades in the second term of Junior two, which prepares for the following research.Finally, "design ideas of research " is presented on the basis of the previous steps.The third part is the key body of this paper, mainly covering two aspects of research. On one hand, the author adopts the questionnaire survey to learn the present learning condition of students with different learning ability including their attitudes, opinions and ways while learning chemical symbols so as to provide evidence and reference for the following research. On the other hand, basing on the actual teaching progress, the author makes real-time tracking and evaluation of the chemical symbols learning process of students with different learning abilities. The evaluation involves two dimensions: excellent students, secondary students and students with learning difficulties according to learning abilities; knowing, understanding and practicing based on different level of chemical symbols. Then the differences of students with different learning ability are presented with a chart providing the basis for the subsequent conclusion. The last part is the summary and thinking. The author concludes the result of this research and inspiration and comes up with some related advice on teaching and textbook compiling according to the data and results of the second part. At last, deficiencies are analyzed for further study.