Teaching Strategies Of Senior Electrochemistry Based On The Analysis Of Test Questions In NMET

Electrochemistry is an important part of the high school chemistry knowledge system,which mainly includes primary cells,electrolytic cells,and corrosion and protection of metals.It is also the key content of the college entrance examination,and the test questions are usually combined with the latest development of science and technology.The questions are unpredictable,wide in scope,and difficult,which require students’ ability of information acquisition and processing,logical thinking and reasoning,and comprehensive application of knowledge.Therefore,it is necessary to explore the difficulties of senior students in learning electrochemistry and to adopt effective teaching strategies to solve this problem.The author takes the senior students of No.1Middle School of Minhe County,Haidong City,Qinghai Province as the research object,and investigates senior students’ electrochemistry learning situation based on education and teaching theories and guided by the electrochemistry test questions in NMET,with an aim to solve the senior students’ learning difficulties in electrochemistry.Based on the integration of a large number of studies on learning difficulties in electrochemistry at home and abroad,this study analyzed the electrochemistry test questions in 33 sets of NMET from 2017-2022,and clarified the propositional characteristics,high-frequency examination points,test scenario settings,and the direction of core literacy examination in order to guide senior teachers in teaching electrochemistry.Questionnaire survey method and diagnostic test method were used to investigate the learning situation in electrochemistry of senior students in No.1 Middle School of Minhe County,Haidong City,Qinghai Province.Through the statistical analysis of the results of the senior students’ electrochemistry learning situation,it was found that the reasons for students’ difficulties in learning electrochemistry include lack of interest in electrochemistry,bad learning habits,teachers’ teaching behaviors to be improved,and the great knowledge difficulty in electrochemistry.In order to further understand the specific problems of students’ in electrochemistry,the students of senior classes 23 and 24 of No.1 Middle School of Minhe County,Haidong City in Qinghai Province were tested on the basic knowledge of electrochemistry,and it was found that the students had great difficulties in judging electrodes,writing electrode reaction equations,judging the direction of ion movement and concentration changes,and calculating electron transfer.In order to solve the above problems,the author proposed relevant teaching strategies under the guidance of education and teaching theories,including adopting various means to stimulate students’ interest in learning,cultivating students’ good learning habits,teachers’ self-improvement and improvement of teaching methods,and carrying out teaching designs aimed at students’ difficulties.To verify the effectiveness of the strategies,the author applied the above teaching strategies to classroom teaching.After that,the author compared the students’ answers to the post-test paper on electrochemistry knowledge between the experimental class and the control class,and concluded that the proposed teaching strategies were effective in solving the learning difficulties of senior students in electrochemistry.This paper conducted a study on the electrochemistry learning situation of senior students in No.1 Middle School of Minhe County,Haidong City,Qinghai Province,found out the students’ difficulties in learning electrochemistry and the factors for the difficulties,and proposed strategies to solve them.Based on the real classroom and the actual teaching of high school chemistry,new methods to solve the learning difficulties of senior students in electrochemistry are explored in teaching practice.It is of great significance for changing teachers’ teaching attitudes,improving teaching methods,and cultivating students’ learning habits.It has a certain reference value in solving students’ learning difficulties for remote areas of northwestern China.