Research On Cause Analysis And Counter-measures Of Freshmen’s Learning Difficulties Of Chemistry In High School

With the deepen reform of elementary education and general promotion of quality-oriented education, It’s challenges for teachers about how to make every student get real and comprehensive development, respect for each main body’s development demand. Chemistry plays an irreplaceable role in strengthening quality education and cultivating creative talents in this process. The freshmen in senior school, often feel that it is difficult to learn chemistry, learning steps is very great, which breeds them having start learning difficulties. Senior students start learning difficulties refers to entering high school, individuals’starting point of knowledge and their own ability can’t meet the requirements of the teaching goal, in turn, leading the poor chemical learning. To be specific, these students can’t effectively take advantage of the mastery to assimilate new information can not adapt to the follow-up status of requirement of chemistry study. To be specific, the students can’t effectively use the assimilation of new knowledge to master knowledge, can’t effectively use the starting point of the ability to solve new problems, therefore academic performance obviously lag behind their peers. Only suit the remedy to the problem can result it. The article attempts to start from one aspect of learning difficulties, to explore the cause and corresponding strategies of this problem. The main purpose is to help them adapt to the high school chemistry follow-up study life and to offer a higher starting point in the future if they may enter universities. Based on the above understandings, the research mainly includes the following content:The first chapter is preface, including raise of the question, literature review, research purpose and significance, content and methods. The second chapter is related theory, learning from the modern chemistry learning theory, analyze related mature theory of the causes of start learning difficulties. The third chapter is investigation of the current situation of senior students start learning difficulties, from the student questionnaire and teacher interviews, the survey of "amount of substance" starting point of knowledge these three aspects. Respectively analyze the questionnaire data and interview results, and summarize the cause of start learning difficulties. As the core concept of amount of substance an example to further examine students’starting status, in order to provide the empirical basis for students’defect of starting knowledge. The fourth chapter is the cause analysis of start learning, according to the results of the questionnaire data and analysis. It’s involved several aspects:(1) defects of starting point of knowledge; (2) the disability of triple representation; (3) improper learning method; (4) be not free of cohesion learning, and analyze them in detail. Through interviews with teachers, record and analyze part of the teachers in grade chemical group to understand the present chemistry teaching of Qianshan Middle School in An Hui province; It’s concluded that:(1) insufficient teaching preparation; (2) weak sense of learning situation analysis; (3) artificially increase learning "steps". The fifth chapter is teaching countermeasure, according to the investigation and the causes analysis, put forward the targeted rational operational teaching strategies, and give some cases analysis and discussion. the sixth chapter is reflection and outlook. And point out the shortcomings of the paper and expect the direction of the further research on the subject.