Research On The Analysis Of Errors Of High School Student's Solving Organic Inference Questions And Teaching Strategies

With the progress of science and the development of education,people begin to demand that knowledge should be able to match the real life production.The college entrance examination questions are also changing the way they set the questions to such changes,to reflect the orientation of the college entrance examination and promote the implementation and generalization of the new curriculum reform.Organic inference questions have connections with the real life situations and they can be widely used in scientific research and production practice,for which they are favored by more and more test makers.Organic inference questions involve a lot of content,in which the knowledge points are closely related and have a strong logic.Thus,they have higher demands for students'thinking ability.Most students will feel that there are so many knowledge points which are difficult to remember and easy to confuse when they learn this part of knowledge.By investigating the reasons why students wrongly solve the organic inference questions,this paper puts forward some coping strategies of solving problems and teaching,in order to provide some reference for chemistry teaching.This research paper is divided into five parts.The first part is the study introduction,which mainly describes the background of the study,the purpose and significance of the study,and research ideas and methods.The second part is the relevant theoretical research,which mainly includes the relevant theory of problem solving,Cognitive Diagnostic Theory and some relevant reviews on organic inference problems.The third part is the implementation and result analysis of the research,which investigates and analyzes the wrong reasons of senior high school students solving organic inference questions by means of questionnaire and interview as well as other methods.Part four is the raise of targeted strategies,which puts forward the basic requirements for knowledge and ability to solve organic inference questions according to the conclusions of the previous investigation and provides the corresponding strategies of solving problems and teaching.Part five is the conclusions and prospects,which finally induce and reorganize the previous analysis as well as drawing a conclusion.Through this study,the main conclusions are as follows:1)The main reasons for high school students' errors in solving organic inferences are insufficient reserves of students' knowledge,mistakes in reviewing questions,carelessness in solving problems,interference by thinking patterns,inability to extract and transform information and the fear of questions.2)The main strategies to solve the problems from students' point of view are as follows.The first is searching for breakthrough by roughly reviewing questions.The second is intensive reading process and flexible use of forward push method,inverse push method,hypothetical method and similar association method,etc in the process of solving problems.A preliminary conclusion is drawn first,then we can check and verify whether the corollary accords with the meaning of the question.3)The main teaching strategies put forward from the teachers' point of view are as follows.The first is arousing students' interest in learning organic chemistry.The second is to construct a knowledge network by the structure of functional groups and their properties.The third is to design variant training in order to improve students' training effect.The fourth is to strengthen micro topic training and master the model of solving problems.The fifth is to strengthen teaching diagnosis and improve the ability of solving problems.