Difficult Investigation Of High School Students' Physical Structure And Nature "of The Module Learning

The optional module "Structure and Properties of Substances" is an important part ofhigh school chemistry curriculum, as there is an increasing tendency that students choose alarger proportion of the questions in this module according to the data of2007-2013selected NMET CHEMISTRY part offered by Shandong Provincial Academy of Education,Recruitment and Examination. But, in this module, the comparatively more theoreticaland abstract knowledge requires the students to have good abstraction skills and spatialimagination to form a better understanding, which causes some problems to not onlylearning but also teaching.As a teacher fighting in the frontier, it is quite necessary to understand whatdifficulties students have in the learning process, give in-depth analysis and then findspecific solutions to solving them. Only in this way will it be possible to help studentslearn this module more efficiently.This paper, first and foremost, designed a questionnaire on the factors to arousedifficulties for students in learning this module and the specific content of this module.And afterwards,645students of Grade Two from two campuses of Senior High SchoolAttached to Shandong Normal University participated in the survey. The result shows thata large percentage of the students do not do well in this module in some way or another,considering it difficult to learn or unsatisfied with their academic performance.After in-depth research, this paper focuses on the factors concerning this modulewhich impact students’ learning from the three perspectives of the teaching materials,teachers and students.1. From the perspective of the teaching materials, they are difficult for students tounderstand, which can mainly be listed as follows:(1) The chemical concepts and theoriesthemselves are highly abstract and general.(2) The chemical knowledge has thecharacteristics of profoundness and clutter.(3) The transformation between threerepresentations--macro, micro and symbols--influences students’ cognition and thinking.(4)The invisibility of microscopic world gives students little perceptual knowledge, difficultto arouse students’ understanding and empathy.(5) The rich materials of columns and content makes it difficult to grasp the breadth and depth, increasing the difficulty of thechoice of teachers and students.(6) Due to the constraints of teaching practice in a varietyof factors, some of interpenetration between the rationalizing contents is not wellintegrated.2. Teachers do not play a good leading role in the teaching process, mainly including:(1) Teachers themselves are short of professional knowledge.(2) Teachers do not lay stresson the instruction and infiltration of learning methods.3. The factors of students:(1) Students have a weak knowledge base.(2) There existthinking barriers in learning the module "Structure and Properties of Substances".(3)Students have not grasped scientific learning methods and developed good study habits.(4)Students are short of learning interest and learning motivation.At last, in view of the above problems, combining with teaching practice, the authorput forward some practicable countermeasures and carried out a preliminary research topractice.