Diagnosis And Strategies Of Junior Middle School Students Solving Thinking Difficulties In Inquiry Questions Of Chemical Experiments

As the theoretical basis of chemistry,experiment occupies an important position in its learning and application process.The new curriculum reform has promoted the experiment to a more important part of chemistry teaching,and believes that it is necessary to enhance the students' hands-on ability through chemistry experiments,stimulate their enthusiasm for learning,cultivate the awareness of discovering problems and exploring the essence of things,and let students change from passive acceptance In order to learn actively,we can better implement the ideological core of real knowledge through practice.In addition to participating in specific experimental activities,experimental test questions are also an important means of investigating the relevant abilities of students,and have also occupied an important position in chemistry exams for many years.This research aims to provide possible solutions for junior high school students to solve the thinking obstacles encountered in the process of chemical experiments based on the existing literature.First,it summarizes the background of this topic,and briefly summarizes and sorts out related concepts.Summarized the theoretical and practical significance of this article.Based on historical documents,the development context and progress of related research are sorted out,and the theoretical analysis basis and method guidance are provided for the following text.Second,it analyzes the possible theoretical mechanism based on the existing literature review on the concepts and theories related to the research of chemical experiment teaching and students' common thinking obstacles.The analysis of the theoretical part pointed out that the research object,that is,the question type of chemical experiment inquiry mainly involves the knowledge points,the characteristics of the question itself and the direction of the student's ability to be investigated;secondly,it sorts out the corresponding mechanism of the influence of thinking obstacles and what is around It's about chemical thinking,how it is generated and cultivated for theoretical elaboration;finally,this chapter combines existing theories and puts forward the corresponding mechanism analysis steps,including from understanding the problems of cognition,to cognitive self-diagnosis,and finally how to help students reshape Its learning philosophy,etc.Third,conducted experiments and data analysis.This article collects and analyzes the data to help students solve the thinking obstacles that may be encountered in the chemical experiment assignments,and diagnoses the common thinking bottlenecks encountered by the subjects in the actual solving of the chemical experiment problems,and the corresponding data The oral report method analyzes and explores the behavioral differences of different individuals when encountering similar bottlenecks.Combined with the analysis results of the reporting method,several common thinking obstacles are summarized into several basic influencing factors.Fourth,suggestions for optimizing teaching strategies.The main target of this study is the third-year junior high school students.It is not easy for them to get in touch with chemistry for the first time,and they have to deal with the pressure of high school entrance examination after one year of study.Therefore,this article will focus on the two aspects of the teaching material learning content and the actual examination question types of the high school entrance examination to optimize the analysis of teaching strategies,and combine the corresponding theories and analysis conclusions in the previous article to provide targeted teaching suggestions for chemistry teachers.Fifth,suggestions for teaching design optimization.In addition to specific teaching strategies,this article will combine specific cases to provide chemistry teachers with relevant suggestions on teaching design,in order to complete the transition from theoretical guidance to practical operation.Finally,summarize and reflect.The purpose of this research is to find out the mechanisms and solutions for the various thinking obstacles that occur when students in the third year of junior high school encounter chemical experiment operation problems for the first time,and based on this,provide teachers with teaching optimization suggestions to make teaching methods and methods better It serves the cultivation of students' chemical thinking and logical thinking,and improves the level of students'exploration and practice..