Research On Chemistry Image Questions In College Entrance Examination Based On Core Literacy

The type of Chemical Industrial Process are the new type of questions with the coming of the new curriculum reform,which is also the highlight of questions on chemical examination papers in the national college entrance examination.The questions with "flow chart of inorganic industry" mean to express the main production stage,or in other words the production flow(or production device)in the production process of inorganic chemical industry in the form of block diagram,and set up questions step by step according to the relevant chemical knowledge of the production process.Thus test questions of inorganic industrial process closely related to chemical production are formed.This kind of questions usually appear in the form of big questions in the college entrance examination.The score is usually from 14 to 16 points,which accounts for a great proportion but students' score rate is very low.However,though teachers use "sea exercise tactics" to increase their practice,it has little effect.Because this kind of mode which only pays attention to the learning results and neglects the process runs counter to the idea of the new curriculum reform.If students encounter all kinds of obstacles in solving problems and fail to solve them,they will have a strong fear of such problems and lose their interest in chemistry learning.In order to quickly and efficiently diagnose students' weak links and knowledge mastery level,this paper studies the causes of high school students' thinking obstacles in solving industrial process problems by using the relevant methods of thinking obstacle diagnosis.It sets up corresponding remedial exercise sets and other measures to remedy students' obstacle types diagnosed in the same difficulty level.This is helpful to cultivate high school students' interest in chemistry learning.Therefore,the promotion and the establishment of a complete diagnostic system can not only achieve a rapid detection and remedy of students but also can provide help for the preparation of college entrance examination chemistry.This paper takes the science students of senior three as the research object.The paper consists of six chapters:The first chapter introduces the background and significance of this study.The second chapter offers the definition and research basis of related concepts.It expounds the research situation and existing problems of chemical diagnosis domestic and abroad,and analyzes the theoretical basis.The third chapter is about the analysis of thinking obstacles in the process of solving industrial process problems for senior middle school students.Psychologically,there are the three basic elements of a problem,the original state of the problem,the state one aims to reach and the obstacles.That indicates that a problem is composed of its original state,its target state and the obstacles between them.From this point of view,problem solving refers to the process of solving the difficulties encountered from the starting state to its target state of the problem,building a "bridge" between them,and realizing the target state.With the help of some methods,such as survey and interviews,this paper points out the causes of the obstacles,and classifies the types of thinking obstacles for senior middle school students to solve industrial process problems,from the aspects of reading the question,analyzing its meaning,knowledge reserve and calculation level.The fourth chapter discusses the preparation strategy.Teachers should guide the students to summarize the points where questions of “the inorganic industry flow chart” are put forward.From the above research,it is clear that the main contradiction of the "inorganic industry flow chart" questions is actually the "inorganic industry flow chart" itself.In general,the examination questions are also set around the five links of the framework,"the raw products treatment in advance of edulcoration and purification","control of core reaction conditions","separation and purification of products","recycling of raw materials" and "harmless treatment of emissions".In order to solve the process flow problems accurately and smoothly,students not only need to master the basic knowledge of the nature of substances and the interaction between substances,but also need to take effective measures such as compiling test problem sets according to the diagnosis of thinking obstacles.After the implementation of these effective measures,the results of students' learning are checked with a questionnaire survey,which offers feedback and evaluation in real time.The fifth chapter summarizes this research,which introduces the results and reflects on the shortcomings.