The Cause Analysis And Transformation Of The Poor Students About Learning Chemistry In Middle School

Junior middle school education is the beginning of secondary education. Junior middle-school chemistry starts from the junior high school grade eight or nine is the course of enlightenment, plays an important role in chemistry learning. This thesis investigated the students who had difficult in junior middle school chemistry learning through interviews, observation, questionnaire survey method, to analysis and discuss the formation causes of chemical poor student, and develop some effective measures to help chemical poor student quickly. Students in a middle school in shijiazhuang city, hebei province were taken as cluster sample to questionnaire survey based on a large number of document, interview and observation. The results showed that, weak learning cognitive power, willpower, improper learning strategies, learning habits and achievement were the internal factors of the chemical poor student learning difficulties; the improper teaching aids, inadaptation for schools, class, bad relationship between teachers and students, and parent-child relationship failure were external factors. Based On the research conclusion above, multiple teaching methods to inspire chemical poor student interest in learning were studied, including of completing the knowledge to help the poor student completes the transition, forming good learning habits to improve the learning efficiency, creating opportunity for poor student to experience the joy of success, establishing good relationship between teachers and students to consolidate the poor student interest in learning. The experimental results show that there were significant differences in interest in learning of the poor student, learning methods, teaching way and learning experience, the relationship between teachers and students, poor student can be transformed by appropriate teaching strategies.