Study On The Diagnoistic Analysis Of Error And Teaching Strategies About Chemical Equilibrium Exercises

In the learning process,students can not always avoid errors.In the process of chemistry teaching,students are often found to have the same problems.If teachers analyze students' errors in exercises,they can find problems and deficiencies about the students' learning in chemistry.The diagnostic analysis of the mistakes is necessary,to avoid a similar situation in the future teaching and learning.Learning is a process of making errors and correcting them.Only when we find mistakes and correct them,can we form a correct understanding.Chemical equilibrium is one of the most important parts of chemistry teaching and learning in senior high school,which is abstract and difficult,and the students make the most errors in exercises.We will appear in the students' errors in chemical equilibrium exercises as resources,analysis,summary and feedback to them.This can promote students' understanding of chemical equilibrium and improve the learning effect.This study has learned about the research status of chemical equilibrium through the collection and research of a large number of relevant literatures,and has mastered the research methods of fault diagnosis and analysis.On this basis,the author uses the method of analyzing exercises and the method of conversation to analyze the students' errors in chemical equilibrium exercises.The specific approach is to collect,organize students' exercises on the chemical equilibrium,and detailed analysis of the error.Combined with the interview,analyzed the reasons for the error,put forward the relevant strategies and teaching design.The paper is divided into six parts.The first part is the introduction: the author introduces the reason of writing,expatiates the research content and research significance of the thesis,and summarizes and summarizes the knowledge of chemical equilibrium.The second part is the related research: introduces the research status of chemical balance content,explains and defines the related concepts,and introduces the theoretical basis of strategy formulation and teaching design.The third part is the research design: introduced the research object,the research tool,the research method.The fourth part is the wrong diagnosis and analysis: through the collection of homework and the subject according to the knowledge points were classified statistics,to understand the students wrong situation,through interviews to analyze the reasons for the error.The fifth part is the summary of the study: through the analysis of the problem of chemical balance of the wrong diagnosis of the wrong rate according to the level of knowledge points were summarized.Summed up the reasons for the error from the knowledge,thinking,psychological three aspects.(1)the knowledge level includes: can not accurately understand the knowledge and concepts;can not be associated with existing knowledge;can not be transformed into thinking;can not accurately use the law.(2)the thinking level includes: the law of the wrong analogy;lack of agile thinking;ignore the implied conditions.(3)the psychological level,including: the lack of learning motivation;caught in the mindset;lack of serious attitude(4)lack of decisive judgments.And put forward the strategies of teaching and learning on the basis of the analysis of the causes of the wrong question.(1)teaching strategies: to strengthen the concept of understanding,to master the law;to guide cooperative learning;teaching students how to analyze the problem;the establishment of the students on the wrong diagnosis of cases;(2)learning strategies: learning and memory methods,to strengthen the knowledge of memory;to sort out the error;to improve the enthusiasm of learning,enhance self-confidence.The sixth part is the conclusion and reflection: summed up the chemical balance problem of the wrong situation and the reasons for the error and improve the strategy,but also on the lack of research on this article.