A Study On The Analysis And Teaching Strategies Of "Amount Of Substance" Learning Difficulties

The amount of substance is a very important concept in chemistry.From the point of view of chemistry learning,it can help students to from macro world into Micro world,which has a very important guiding role in the future of Chemistry Learning.However,from the teaching practice for many years,the students in the study of the amount of substance exist a certain degree of learning difficulties,and the learning effect is not ideal.Therefore,the study of the causes of learning difficulties and teaching strategies to improve students' chemistry learning has a positive role in promoting.First of all,this paper makes a literature review and analysis of the existing difficulties in learning and the amount of substance.This paper starts from the history of the formation of the amount of substance,the curriculum standard and the analysis of the content of the teaching material.Then,it analyzes the quantity of the material and then constructs the concept map of the amount of substance.The questionnaire was designed according to the concept map,and the samples were selected for further investigation.According to the results of the survey,this paper analyzes the difficulties of the students in the amount of material,and draws five conclusions,namely: 1.can not accurately understand the connotation of the concept;2.it is difficult to grasp the relationship between concepts;3.The concepts can not be applied;4.can not correctly construct the three representations;5.the lack of good computational capability.conclusions.Finally,the paper puts forward the corresponding four teaching strategies according to the students' learning difficulties,namely:1.contact students' existing knowledge and experience to break through difficulties;2.using concept mapping strategy to improve students' understanding of the concept of integration;3.using the history of science to promote students' understanding;4.using gradual teaching,scattered and difficult.