An Investigation And Analysis Of Deep Learning Of Chemical Theory Knowledge Of Senior High School Students

To investigate the current state of deep learning of high school students' theoretical knowledge of chemistry,based on reading the literature,according to Bloom's classification theory of educational goals,there are Five knowledge points,including reversible reactions,chemical equilibrium states,chemical equilibrium constants,chemical equilibrium shifts,and active balance,a test paper of chemical equilibrium of different cognitve level was established;More over,a questionnaire of influence factor was studied out about high school student chemistry concepts and principles deep learning,which is according to the theoretical knowledge and deep learning characteristics of chemistry.After repeated testing and revision of test papers and questionnaires,521 students from the second grade of Urumqi were selected to test the test volume and questionnaires.The statistical results of the test volume found that: First,the proportion of students in the shallow learning of the five knowledge points of chemical balance was 80.57%,71.86%,68.83%,57.89%,49.19%,each knowledge point has Half or more of the students have reached shallow learning.Second,in terms of deep learning,as the difficulty of knowledge increases,the proportion of students reaching each level gradually decreases.For example,the proportion of knowledge points in the application level is,Reversible reaction(76.52%),chemical equilibrium(69.43%),chemical equilibrium constant(62.96%),chemical equilibrium shift(58.91%),active balance(51.42%);third,deep learning for the same knowledge point with the increase in the level of cognitive requirements,the proportion of students reaching each cognitive level gradually decreases.For example,the proportion of deep learning in students with reversible response knowledge points is: application(76.52%),analysis(70.45%),evaluation(58.30%)and creation(41.70%).Analyzed the questionnaire from two perspectives: student's learning and teacher's teaching.First,the students' motivation from the outside,the study purpose of the test,the single learning method,the mechanical memory and the bad study habits all hinder the students' in-depth learning;second,teachers' traditional teaching methods are too strict for students to create an active classroom atmosphere and fully evaluate students.Those are not conducive to student learning in depth.Based on the results of tests and surveys,a guidance case on chemical balance movement was developed to provide a reference for promoting students' in-depth learning.