Research On The Present Situation And Improvement Strategies Of High School Students' Chemistry Written Expression Ability Based On Students' Experimental Reports

High school students' chemistry written expression ability refers to a psychological quality required by students in the process of describing chemical phenomena,stating chemical concepts,explaining reaction principles and other chemical activities by using written language and chemical symbols.It is an effective way for students to perceive chemical phenomena and reflect chemical thinking.The cultivation of high school students' chemistry written expression ability is an inevitable trend under the reform of college entrance examination,is the specific requirement of cultivating students' chemistry core accomplishment,and is the internal demand of students' personal ability development.This study focuses on the current situation,influencing factors and improvement strategies of high school students' chemistry written expression ability,and carries out the research through literature method,investigation method and experiment method.This research is mainly divided into six parts:The first part introduces the background and significance of this research,the problems to be solved,research ideas and research methods.The second part defines the meaning of chemical written expression ability through literature research,and sorts out the research status of chemical written expression ability at home and abroad.The third part through the analysis of students' chemistry experiment,report writing words and expression,described the situation of high school chemistry written expression ability,and analyzed the gender,academic level and the class hierarchy,etc.The effects on the chemical written expression,and summarizes the chemical written expression ability of three important factors:general written expression,chemical core accomplishment and peer group environment.The fourth part,based on the current situation of students'ability,discusses the causes of the difficulty of high school students' chemistry written expression ability.The fifth part,based on the analysis of the causes of the difficulties,puts forward the strategies to improve the chemistry written expression ability of high school students,and carries out teaching experiments around the representative strategies to verify their effectiveness.The sixth part is the conclusion of the thesis and discusses the innovation and deficiency of the research.Research conclusion:1.The overall level of chemistry written expression ability of students is low,and there are the following problems:(1)students are easy to confuse similar chemistry concepts,leading to word mistakes.(2)Students still have some problems in writing and balancing chemical equations.(3)The expression of argumentation in written chemical expressions is incomplete and lacks analysis and evidential reasoning.It is found that students' ability of self-expression is poor when they rely on their original knowledge and experience and teachers for their written expression.2.Students' weak basic knowledge of chemistry is an important factor affecting their written chemistry expression ability.Research shows that chemistry written expression ability is positively correlated with students' chemistry learning level.The main reason for the poor written expression of demonstrative chemistry lies in the students' lack of scientific argumentation ability.At the same time,students' weak basic language ability,psychological fear of difficulties and lack of attention to written chemical expression will also affect their written chemical expression ability.3.Teachers pay little attention to the cultivation of high school students' chemical written expression ability and fail to cultivate students' awareness of chemical written expression.Teachers' classroom teaching methods have a certain influence on students'written chemistry expression.The existing classroom teaching activities of students are too few,students have fewer opportunities to express themselves,and their language ability is exercised less.Teachers should properly design students' activities in class,increase students' opportunities of language expression,arouse students' enthusiasm for expression,and make students more willing to express themselves.At the same time,teachers can improve students' chemistry written expression ability by assigning characteristic after-class chemistry written expression homework.