Research On Causes And Countermeasures Of High School Students "Electrochemical" Learning Obstacles

Electrochemistry is the high school chemistry reaction principle important content,mainly includes the galvanic cell and the electrolytic cell two parts,this content knowledge spot is many,the synthesis is strong,is the examination examination key point.The college entrance examination often examines electrochemical knowledge from the perspective of chemical production and social life.Solving electrochemical problems requires not only solid basic knowledge(redox reaction,ion reaction),but also flexibility.The analysis of many examinations shows that the score rate of students'electrochemistry test questions is low and there are obstacles in learning.In order to solve the obstacles in students' electrochemistry learning and improve teaching efficiency,this study will be carried out from seven aspects:The first part elaborates the background and reasons of the topic "research on the causes and countermeasures of high school students' electrochemical learning obstacles".After the implementation of the new curriculum reform,the human education edition has divided its electrochemical knowledge into two stages,compulsory 2 and elective 4.Along with the knowledge difficulty deepens,often appears the concept is unclear,does the question mistake rate high phenomenon.It is very important to analyze the causes of the obstacles in students' electrochemical learning and find out the solutions.The second part elaborates the relevant theories used in this study.The relevant theories of this study include constructivist learning theory,the theory of concept conversion of myth,the theory of cognitive strategy,the theory of three-level theory,and the theory of modern information processing.The third part,the theory and the actual teaching union,carries on the investigation research,mainly USES the questionnaire survey,the examination paper evaluation,the teachers and students exchange,the peer discussion,the classroom observation and so on method,analyzes and summarizes the student in the electrochemical study obstacle.The fourth part,according to the investigation results,combined with the theory,analyzes the causes of students' electrochemical learning disabilities.In the fifth part,according to the obstacles and causes of students'electrochemical learning,the solutions are proposed.In the sixth part,the improved scheme is applied to the actual teaching,and the results are compared and analyzed to draw a conclusion.The seventh part,the research conclusion and the reflection,briefly describes the research achievement,and carries on the reflection to the research.Through the research,it is found that the role of experiment should be emphasized in electrochemical teaching,and students' enthusiasm should be improved by experiment.Contact the application of electrochemistry in daily life,improve students' attention;Pay attention to the teacher as the guide,students as the main body of the classroom model,let students do the master of the classroom;Standardize the use of notebooks and wrong topic books,and implement knowledge from details;Use modern teaching means,let micro knowledge and macro phenomena infiltrate each other,strengthen students'understanding of knowledge;Pay attention to the communication between teachers and students,timely find and solve problems.In the electrochemical teaching of students in 2014 and 2017,the teaching method proposed by this course was adopted,and the students' scores were significantly improved.This study is practical for solving the obstacles in the electrochemical learning of high school students,and is of great significance for promoting the teaching of other chemical knowledge.