Research On The Causes Of Senior One Element Compound Knowledge Leaning Difficulties And Breakthrough Strategies

The learning content of Middle School Chemistry includes Inorganic Chemistry,Organic Chemistry,chemistry theories and part of Structural Chemistry.Among them,an important part is the knowledge of element compounds which connect all contents of chemistry teaching materials in the senior school.After the new curriculum standard was established,the element compound of the new textbooks mainly focused on the first semester in high school.This part of knowledge is huge and complex.Although they are close to the life and with many experiments,but it often makes students feel difficult to learn and hard to remember,especially for the at-risk learners,who need to spend more time and effort in learning and memorizing.Based on the reflection of the present situation of our school's chemistry element compounds teaching and learning and the positive response to the new curriculum reform situation,The author reviews the researches about the freshman of high middle school,the knowledge of element compounds,self-efficacy theory and teaching strategy.Then,the research is divided into three parts of the preparation,the design and implementation,the conclusion and reflection of the study.First of all,the preparation of the study includes the propose of the topic,the summary of the research and the theoretical basis;Secondly,it analyzes the causes of difficulty faced by the fresh students of high middle school in the study of the knowledge of element compounds through the methods of questionnaire survey and interview:The students can't well adapt to the course contents of the high school in study and fail to form good learning habits with little learning motivation;Moreover,the knowledge of element compounds is multiple and miscellaneous so as to lead to frustration and anxiety of students psychologically with weak self-efficacy;It is not enough in the aspects of the psychological development of students and the integration of the teaching contents of the teachers.In the end,it puts forward effective solutions and countermeasures under the guidance of the self-efficacy theory.On the one hand,the chemistry learning self-efficacy strategy of the fresh students of high middle school should be cultivated to improve their self-efficacy of chemistry learning by guiding students from the three aspects of target,attribution and evaluation.On the other hand,there are some pertinent strategies for the elements chemistry teaching.For instance,the teachers should attach great importance to the subjectivity of the students and arouse the interest in elements chemistry learning of the students through the teaching strategies of experimental exploration and situation construction,etc.so as to improve the class efficiency;Then,the teacher should guide the students to memorize intelligently and establish the knowledge system of elements compound learning with the structuring strategy in order to cultivate the ability of students in chemistry learning.Moreover,the author also documents the memoir and reflection of cultivating the self-efficacy of the students at ordinary times concerning the psychological development of the students,which has certain reference value for the teaching of teachers.