From The Perspective Of Knowledge Cohesion Between Junior And Senior High Schools To Analyze The Genesis And Transformation Of Students With Difficulty In Learning Chemistry In The First Year Of High School

In the stage of basic education in most parts of our country,the study of chemistry is divided into junior three and senior high school three years.Junior middle school chemistry learning focuses on understanding the chemical substances around,understanding the basic chemical changes and preliminary experience of scientific experiments,the knowledge structure is relatively simple,the knowledge content accessible,focusing on the students understanding of chemistry course and the cultivation of interest.High school chemistry is a transition between junior high school chemistry and university basic chemistry,which not only connects with junior high school chemistry,but also epitomizes the more basic university basic chemistry.In senior high school,students are required to have an understanding of material properties,related concepts and reaction principles instead of merely knowing them,that is,knowing what they are and why they are,the requirements for students' scientific inquiry ability and computational ability are also high.Because of the different curriculum standards and the difficulty of secondary and college entrance examination,students are disjointed in chemistry study.Senior one is the key link between junior high school and senior high school.It is the foundation of chemistry learning in senior high school,however,many freshmen in the first year of high school soon reported that chemistry in high school was too difficult,with broken knowledge,many concepts and difficult questions.The decline in grades also caused some students to lose confidence and motivation in chemistry learning,and they began to fear or resist chemistry learning psychologically,gradually becoming students with learning difficulties.If the content of chemistry in junior high school and chemistry in senior high school can be well connected,the teaching of teachers can achieve a smooth transition,and at the same time,students can accept the knowledge content of the nearby development area more quickly,so as to improve the phenomenon of learning difficulties,this is beneficial to his high school study and even his long-term development.Based on this,it has become the focus of this paper to improve the chemistry difficulty in senior high school through better connection of junior high school knowledge.The research methods used in this paper include literature review,content analysis,questionnaire survey and interview.Through the analysis of the upper and lower volumes of chemistry in the ninth grade and the textbooks of the People's Education Edition in the high school compulsory 1 and the compulsory 2,the convergence points of the contents of the junior and senior high school textbooks are sought.Secondly,a certain number of junior three and senior high school chemistry teachers were selected to carry out a survey on the current situation of cohesive teaching in junior high school.At the same time,at the same time,some students of junior high school and senior high school were selected to conduct a questionnaire survey,so as to understand their understanding and views on chemistry and teachers' teaching.Finally,based on the Chemistry Curriculum Standards of General Senior High School issued in 2017 and the core quality of chemistry discipline,a reasonable cohesive teaching strategy for junior high school and senior high school chemistry is formulated,so as to improve the chemistry difficulty in senior high school.Through the comparative analysis of the contents of the chemistry textbooks for junior three and senior one,it is found that there are complementarities in chemical experiments,properties and changes of substances,chemical calculation and organic matters,and the compilation of the textbooks achieves the natural transition of knowledge.In teaching,teachers should reasonably arrange the teaching content,effectively guide the students in class,do a good job in the linkage teaching of primary and high knowledge,and pay attention to the cultivation of students' interests,at the same time,students should also form the habit of bold exploration and summary.If they can cooperate with teachers to timely summarize and consolidate knowledge,then the chemistry poor students in the first year of high school will be transformed,and the whole high school chemistry study also had a good beginning.It is hoped that this research can provide general help and guidance for the study of senior one students and the teaching of teachers.