The Investigation Of Difficulty Points Of Junior Middle School Students In Chemistry Learning

Chemistry is a new subject for 9th Grade students in Junior Middle School to study based on Science in primary school.They are full of strong curiosity and desire for knowledge before formal learning.But with the deepening of learning,many students will choose to escape when they encounter a little resistance.As a result of that,learning interest will be rolled and learning effect will be worried.The new curriculum calls for promoting the development of each student,so properly handling the learning difficult points is helpful to students at different levels.So distinguishing learning difficult points from miscellaneous knowledge points and analyzing the causes of learning difficult points,can can not only guide students to overcome learning difficulties and help students solve problems,but also cultivate their own chemical-subject accomplishment.This paper through questionnaire survey and interview method to understand what learning difficult points in chemistry the students have and how the difficult points arise,and then make many suggestions for students and teachers.The thesis defines the concept of learning difficult points from three angles,which are cognitive thinking mode of junior middle school students,patterns of imparting knowledge and chemistry textbook,summarizes the characterization of learning difficult points,which are abstractness&impeding,complexity&confusion and difference&timeliness,and combs the core theory about chemistry learning difficult points,which are constructivism theory,information processing learning theory and theory of ZDP,On the basis of literature review.According to the chemistry textbook of the people's education press,Yancheng2017 chemistry explanation and training of senior high school entrance examination and compulsory education chemistry course standard(2011),we list all of chemistry knowledge points and compile questionnaires for teachers and students respectively.we count out specific learning difficult points,analyze the causes of learning difficulties,and make some recommendations for students and teachers before students and teachers judge the difficulty of each knowledge point.In this article,we count and arrange the selection of the eighty-five knowledge points in junior chemistry,and choose the top 17 of learning difficult points that the students think by 30% boundaries.According to the unit,we classify the top 17 oflearning difficult points,we can find that the students' learning difficulties are mainly concentrated in the eighth,ninth,tenth,and eleventh unit.If these 17 knowledge points are classified according to the type of knowledge,it will be found that students' learning difficulties are mainly based on chemical calculation and chemical concepts.Then,we use SPSS to analyze whether there were significant differences in the determination of difficult points between girls and boys,and students and teachers.The result shows that there are significant differences in the determination of several difficult points between girls and boys,and the learning difficult points students think are not exactly the same as what the teachers think.Based on the analysis about the causes of learning difficult points,we not only make some suggestions for teachers which are the secondary development of teaching materials,well-designed experiments,structuring knowledge with concept maps,improving computing ability through case study and using multimedia simulation technology to help students break through the learning difficulties,but put forward some reference for students which are adhere to preview before class,review after class,multi-organ coordination in class and pay attention to accumulation at ordinary times to break through the learning difficulties.