High School Students Learning Situation Probe Chemical Symbol

Chemical symbol is the international unified regulation, used to say composition, structure and the change of the scientific process symbol, it is for the expression or communication of chemical knowledge important thought tools. Chemical symbol carrying high school chemistry teaching content of the frame, is the bond of chemical knowledge cohesion and Bridges. Through the chemical symbol the study, can cultivate the students’ thinking ability, and at the same time as well as the improvement of students’ scientific literacy.At present high school chemical symbol study present situation is not satisfactory. The author in the investigation found that students to chemical symbol study interest is not high, symbols of learning strategies to memory give priority to, etc. Therefore, it is necessary to study the present situation of the students chemical symbols and influence factors of in-depth exploration, to find the appropriate teaching strategies to reduce the burden of study, and help them to learn chemical symbol, thus learn chemistry.This subject adopts oral interview, questionnaire survey, case analysis and other methods to high school students chemical symbol of a probe into the study present situation. The results of the study show that:(1) chemical symbol study level of significant gender differences (2) material component symbols is superior to other symbols of learning learning (3) students to chemical symbol recognition has certain bias (4) students to chemical symbol biased toward functional understand (5) students chemical symbol application level be improved (6) all kinds of chemical symbol of the learning process and strategies are similar (7) all kinds of chemical symbol of learning difficulties have difference (8) chemical symbol study interest influence students’ chemical symbol learning.According to probe the results, the author puts forward the high school students study the teaching strategy of chemical symbol Suggestions:(1) the variable type practice to improve the students’ chemical symbol recognition ability (2) using "appropriate block" strategy to improve the students’ chemical symbol understanding and memory level (3) the problem solving teaching mode to strengthen students’ chemical symbol application ability.