Study On Learning Disorder On Material Composition And Chemical Experiment Of Middle School Student And The Teaching Countermeasures

The third grade is an important stage for students in their junior school education.It is an important starting period for students to learn the basic knowledge and basic skills of chemistry in the middle school stage,and lays foundation for further study of chemistry.However,after investigation and research,many junior middle school students are still full of curiosity about chemistry when learning the first unit of the first volume of the 9th grade,“Entering the Chemical World”.However,after learning the second unit “Making Oxygen” and the third unit “Mysteries of Material Composition”,the phenomenon of chemical leaning disorder is very common.The learning disabilities of material composition and chemistry experiments began to appear at the initial stage of students' learning chemistry,and these two are the main obstacles for junior middle school students to learn chemistry.whether the learning disabilities that occurred at the initial stage of chemistry can be effectively solved will have a great impact on students' subsequent chemistry learning.We selected parts of contents of the ninth-grade chemistry textbook(PEP 2012)and carried on the research among junior middle school students from the second junior middle school of Ningtan Town,Bobai County.The study of material constitutions and learning disabilities in chemical experiments was conducted through methods of literature review,questionnaire survey and interview.Students in grade three,especially students from rural areas,they have more learning disabilities in the process of learning material composition and chemical experiments,resulting from multiple factors.From students themselves,the reasons include the interest in chemistry subjects,abilities of spatial perception,observing,operating experiments,memory,thinking and analytics,etc.The teachers also have great influence on those students,such as teachers' teaching philosophy,understanding of students,and skills of applying teaching media,asking questions,personality charm,etc.The ways of knowledge organizing and characteristics of chemistry textbooks are also closely related to students' learning result.At the same time,the influence school's teaching equipment,as one of the elements of the teaching environment,can not to be ignored.Therefore,combining the experience and inspirations from years of first-line teaching practice,guiding by basic theories such as meaningful learning theory,humanistic learning theory,information processing learning theory,and constructivist learning theory,etc,the author put forward several teaching strategies for eliminating the learning disorder encountered by junior high school students about material composition and chemical experiments.These teaching countermeasures are as follows: Deconstructing abstract concepts and inspiring learning interests;Eliminating emotional disturbances and enhancing awareness of goals;Strengthening the linkage of knowledge and building a knowledge structural frame;Using contextual experiences to stimulate divergent thinking;Extracting life experiments and cultivating migratory skills;Applying multiple media to draw closer Space-time distance;Implementing proper teaching methods for different levels students with a definite object in view and creating a harmonious atmosphere;Making joint efforts to creating a good learning environment;and checking the effectiveness of these countermeasures to solving students' learning disorder about material composition and chemical experiment by case analysis.Through case analysis and follow-up interviews of students who are completely confused about learning chemistry knowledge,students who are interested in chemistry but cannot find learning methods,and students who have a good grasp of chemistry knowledge,it is found that the teaching strategies fore-mentioned can effectively help junior middle school students overcome the obstacles of learning material composition and chemistry experiments,gain a sense of accomplishment,improve their academic performance,and improve their chemical literacy to a certain extent.In addition,the author used two sets of the third unit of the same level " mysteries of material composition" test papers volume A and B put forward by Bobai teaching and research section to carry out the tests before and after the implementation of the countermeasures,and used SPSS software to carry out the t-test of pairs of samples on the two results.the obtained data showed that there was a statistically significant difference in the test results before and after the implementation of the countermeasures,that is to say,the teaching effect was good after the implementation of the new teaching countermeasures for learning disabilities.The research results of this topic show that:Combining the knowledge characteristics of material composition in this section,teaching can help students understand abstract concepts learn and stimulate their interest in learning by creating scenarios,grasping keywords,and multi-exercise and other methods.Students often encounter learning obstacles in the learning process,which leads to their psychological fear of difficulty.Teachers can help students build positive attitudes,plan reasonable goals in life,and find successful paths to eliminate their emotional distress and enhance awareness of goals by digging through topics and encouraging them in a timely manner.Both material composition and chemistry experiments have a knowledge structure system,but many students still do not understand how to organize knowledge in a timely manner and do not have the consciousness to build a knowledge framework.Therefore,in teaching,teachers can sum up their knowledge by drawing backbone and branch diagrams,thinking guide diagrams and other methods in order to strengthen the connection between old and new knowledge and construct a knowledge structure system.In addition,students' divergent thinking can be stimulated through the use of situational experiences such as activities and experiments.To cultivate students' transfer ability by extracting meaningful experiments in life for teaching and learning.Media can be used to solve difficulties such as intuition and shorten the distance between time and space.According to the students' differences,the implementation of stratified teaching and targeted teaching can make every student get healthy and rapid development.By creating a harmonious teaching atmosphere,coruscating teachers' personality charm can effectively infect and guide students.Through the joint efforts of schools,families and society,we can create a better learning environment and reduce the learning obstacles.