Analysis Of Learning Difficulties In "Chemical Reaction Rate And Chemical Equilibrium" And Review Of Teaching Strategies

"Chemistry reaction rate and chemical balance" is one of the important parts of high school chemistry teaching.At the same time,it is the test site for the requirements of the college entrance examination.In recent years,it has become more and more popular with the college entrance examination and has become an important part of the third year review.This part of the knowledge points is relatively complex and abstract.It has strong flexibility and high difficulty in thinking.It is boring to learn.It has high requirements for learners' understanding,memory,transfer,and logic ability.Most students learn and review these knowledge points.They often feel that the knowledge points are closely related,confusing,and difficult to comprehend.They are particularly difficult to interpret by analogy and bypass,which has brought difficulties to the review of the third year.This article analyzes the teaching and examination requirements of “chemical reaction rate and chemical balance”,investigates students' learning difficulties,analyzes their causes,and provides effective review and teaching strategies to provide help for chemistry teaching and college entrance examination review.The author summarizes the curriculum content standards of the “chemical reaction rate and chemical balance” part,the outline of the college entrance examination in the past seven years,and the college entrance examination questions in the past six years.On this basis,a questionnaire was written for the senior students who are reviewing the first round.Investigations and interviews and observations were conducted on some students and teachers.Through the analysis of the survey results,the author reached the following conclusions:First: Student Learning(1)Difficulties in knowledge: Most students have misconceptions about the concepts related to the“chemical reaction rate and chemical balance”part,and they are more likely to stay rote-learned,unable to use them in a viable manner,and use mechanical memory strategies.A typical learning structure concept map cannot be built between these concepts.(2)Difficulties in learning methods: students' influence on the calculation of chemical reaction rate and chemical equilibrium,influence factors of chemical reaction rate,equivalent balance,and chemical balance due to the generation of plateau phenomenon and the influence of thinking and thinking.The knowledge points such as mobile and chemical balance imagesare more difficult to identify,lacking certain learning methods,problem solving,and review strategies.Second: Teacher Education(1)Difficulty caused by teaching methods: Since teachers rarely use visual aids during the teaching process,students lack the combination of macro-identification and micro-professional disciplinary literacy;classroom atmosphere is not active enough,and teachers lack the teaching strategies to motivate students' enthusiasm.(2)Problem selection: The selection of Grade 3 review exercises and the simplification of the exercises make teaching exercise not efficient enough.The tactics for the title of the sea are obvious,and the exercises cannot be selected for students' differences.