Characterization And Application Of Junior High School Chemistry Classroom Teaching’s Problem Difficulty

A growing number of educators began to pay attention to classroom problem, want to narrow the distance between teachers and students in this way after the proposed new curriculum and are able to find the adjustment of teaching strategies timely and intuitive feedback from students. As a result, the study of problem for classroom is increasing. The problem of difficulty is involved in the classroom teaching practice, but so far, the research is still relatively scarce in this area, yet the research remains in the psychological level, and there is no deep into the teaching practice in education. ZPD theory Vygotsky proposed for some researchers to open a window, the standard can be established as a teaching problem, but the specific division and evaluation of classroom problem difficulty could not be ascertained.I chose to start dividing chemistry classroom problem difficulty from the teacher’s point of view, and study the distribution of chemistry classroom problem difficulty.The paper uses the literature, interviews, classroom observation, text analysis and statistical analysis, using data to illustrate the problem. This is well documented by means of computer software and software tools and it makes research results more reliable, accurate and more convincing.According to literature review, interviews and group discussions,through different type of class three classes, totaling 180 questions,I has developed a scale of chemistry class difficulty about evaluation from the teacher’s point of view and the scale is eight indicators in common:the problem the degree of openness; the degree of interference in problem situations related concepts; the extent of the problem of convergence between the step size; problem statements to solve the problem requires knowledge of directivity; issue statements ideas for solving the problem are clear directional; problem the degree of abstract thinking to solve; and comprehensive information to solve the problem of the degree of knowledge required; problem solving thinking content needs. Using cluster analysis chemistry class issue divided into three levels of difficulty based on established on this scale:Simple (A); Medium (B); difficult (C), by studying the chemistry classroom Difficulty with question time, as well as chemical difficulty distribution between the classroom and the number of questions, I reached the following conclusions:First:the development of the scale is the eight indicators from a latitude-established, independent samples t-test test scale, reliability and validity of the test are better as a newly developed scale credible higher degree.Second:the difficulty and time distribution of questions from proficient teacher of chemistry class issue chart, chemistry classroom difficulty should be decentralized distribution and the problem of varying difficulty should be interspersed up; but not too much span between each question, the establishment of stairs are not too high, the problem basically between bedding.Third:from the distribution of chemistry classroom problem difficulty and the number of questions teachers proficient, you can conclude that:a larger number of proficient classroom problems and the average was 60 problems per lesson, but a simple problem or a class of problems is the largest and the number of occupied share issue frequency of 53.3% in three lesson class A, showing that the proficient teacher for chemistry class difficulty establishment of more mature, more emphasis on students to master a simple class of problems, and lay emphasis on student solid foundation. And the number of different classes, Proficient established chemistry classroom teachers Difficulty is different, teaching content itself is more abstract, more difficult for students to understand, less proficient teachers set up the difficulty, whereas high.