Study On The Causes And Countermeasures Of Junior High School Students' Chemical Symbol Learning Difficulties

The knowledge of chemical symbols is an important part of chemical knowledge.It is like learning numbers and basic operations in mathematics.Only when this knowledge is mastered can students take the next step.It is also mentioned in the core literacy of chemistry that students should not only be able to observe and identify macroscopic phenomena,but also use chemical symbols to characterize substances and their changes.The knowledge of chemical symbols is actually a bridge between students to establish macro and micro.Students learn the invisible microcosm from the macroscopic world.Therefore,students need to learn the ability to establish the triple representation of macroscopic microscopic symbols and learn to use the elemental view to treat the chemical world.The chemistry symbol knowledge in junior high school is a difficult point in teaching,and it is also a differentiation point of students.If the knowledge of chemical symbols is not thoroughly studied,the knowledge of acid and alkali salts will make students more headaches.Therefore,we need to find out the reasons why the ninth grade students have difficulty learning chemical symbols,and then find out the corresponding teaching strategies to overcome this difficulty.This thesis mainly studies the causes and strategies of junior high school students'difficulties in learning chemical symbol knowledge,which is divided into seven chapters.Chapter one is the introduction,which mainly introduces the origin of the research on chemical symbol knowledge in junior high school,the research status of this content at home and abroad,and the purpose and significance of the content of this study.The second chapter introduces theories related to the study of chemical symbolic knowledge,including triple representation theory,cognitive information processing theory and constructivist theory.These theories lay the foundation for the development of teaching strategies.The content of the third chapter is mainly to investigate the current situation of students learning chemical symbol knowledge.The survey results show that students can't establish macroscopic and microscopic connections well,and most students only memorize chemical symbols when they learn mechanical symbolic knowledge.The ability to use the knowledge of chemical symbols is weak.The content of the fourth chapter is mainly to summarize the reasons for students' difficulty in learning chemical symbols from three aspects:chemical symbol knowledge itself,student level and teacher level.The fifth chapter is for these reasons,through consulting relevant literature and their own teaching experience,to find some teaching strategies to break through these difficulties,such as strengthening intuitive teaching,emphasizing the structure of knowledge,focusing on writing standardization,improving students' use of chemical symbol thinking Ability and teacher change concept The sixth chapter is the study of teaching practice.Through the analysis of pre-test results,two classes with equivalent levels are selected for teaching practice research.The experimental class implements these teaching strategies and compares them with regular teaching.Finally,the pre-test scores and post-test scores are analyzed.The results show that:for academically eugenics and middle school students,the difference in performance between the two classes is not obvious,but for the students with learning difficulties,the performance of the students in the experimental class is significantly better than that of the students in the control class.In other words,these teaching strategies are very helpful for students with learning disabilities to learn chemical symbols.However,for eugenics and students,because their self-learning ability and ability to receive knowledge are strong,the effect is not very obvious.The seventh chapter summarizes this research.This research can provide some theoretical basis for teachers in the teaching of chemical symbol knowledge.Teachers can try to apply these teaching strategies to the teaching process to help students overcome the difficulty of chemical symbol knowledge.At the same time,it also reflects on the shortcomings of this research,and needs to continue to work hard in the future work and study.