New Pep The Principal Of Chemical Reaction Difficulties Analysis And Teaching Strategies

The new PEP high school chemistry textbook knowledge choreography reflects the multi-angle presentation and spiraling thinking, knowledge of different modules, the editor wants to achieve better teaching results, but the new PEP the Principal of Chemical Reaction This a module knowledge learning it more difficult. New PEP the Principal of Chemical Reaction is the college entrance examination in Guizhou Province science students compulsory modules, the book is divided into four chapters, namely: "chemistry and energy", "chemical reaction rates and chemical equilibrium", "solution Ion balance ", " electrochemical basis. " Increase compared with the old textbooks collision theory, enthalpy, entropy, the degree of ionization equilibrium constant, the Gibbs free energy, equilibrium precipitate dissolved inorganic chemistry, solubility product and other universities, is difficult to teach teachers, students difficult to learn module. Difficulties may be differentiated point of knowledge of student learning, and therefore deal with the new PEP the Principal of Chemical Reaction teaching difficulty, not only can improve the students’ interest in learning, but also to optimize classroom teaching, using different teaching knowledge for different difficulty strategy, chemistry students thinking, innovation, development of students’ intelligence and other aspects important role. This study is to seek solutions to some of the new PEP "chemistry" Course difficulty to achieve optimal teaching effect, reduce the difficulty of student learning, improve student learning and achievement of the purpose of chemical interest.On the basis of relevant teaching theory and practice of combining teaching on Xingren County, Guizhou Province, the first high school sophomore science classes in two classes(one control class and an experimental class) as the research object, literature, questionnaire, comparison, data statistics and education experiment to study methods. Use of the methodology of systematic sampling No. 300 Middle School students new PEP the Principal of Chemical Reaction learning difficulties questionnaire and statistical analysis of the causes of the difficulties caused by teaching, teaching practice propose appropriate teaching strategies in teaching practice It is to be tested.PEP by new the Principal of Chemical Reaction learning teaching difficulties questionnaire survey of high school students can be drawn from the difficulties caused by the following reasons: First, the new textbooks to students learning difficulty itself brings. Such as: new PEP the Principal of Chemical Reaction knowledge is too concentrated; content abstract, theoretical and strong. Second, the students formed their own reasons for the difficulty. Such as: lack of motivation; improper learning methods; invest time and effort to learn enough. Third, learn easy, difficult exams. Fourth, teachers artificially difficult. The cause of the students in learning related knowledge to understand not deep, memory is not accurate, so as to form teaching difficult. PEP for a new the Principal of Chemical Reaction the difficulty of knowledge, the following teaching strategies: Adjust the order of the chapters of textbooks; teaching chemistry experiment with multimedia joint strategy; selection of examples, inductive problem solving strategies; with other disciplines, building model; through quantitative calculation, strengthen students’ awareness; job design in the form of diversification; timely communication with students after school; building knowledge networks to promote knowledge and memory. Through a period of four months of teaching practice tests, the experimental class in terms of chemistry achievement and interest in the study of chemistry are significantly higher than the control class, described the proposed teaching strategies to improve student achievement and interest in chemistry learning does have some help, but there are some shortcomings, requires constant practice to be further improved.