Survey And Comparative Analysis Of Early Preview School Chemistry Learning Situation

With the deepening of education reform, school chemistry teaching philosophy of thisgreat change occurred. Secondary proposed new curriculum standards, high school chemistrycurriculum to further enhance students ’scientific literacy for the purpose, more emphasis oncultivating students’ abilities. In this context, the task of education is not just high schoolchemistry knowledge transfer and storage, but more effort needs to go to seek ways ofacquiring knowledge, forming a self-learning ability. Then, what it is the key to form a goodhabit of self-learning? It is the preview."Preview" is a divergent problems, prep is a good habits and an effective way of learning.It can develop the habit of self-learning and self-learning ability; improve students’ ability tothink of the problem independently. It can significantly improve the efficiency of learning andinspire students to consciously learning initiative, get classroom learning initiative. Especiallywith the depth of curriculum reform, school classroom has undergone great changes, theautonomous status of students in the classroom has been an unprecedented increase, the roleof teachers is also quietly changed, and the importance seems prep. Therefore, this link willnot be able to play down prep, but also greatly strengthened, thereby to improve theefficiency of learning, training students’ comprehensive ability, and lays a solid foundationfor lifelong learning and development of students.I have been combing through the prep-related research, found that people generally thinkprep is very important, but also summed up a lot of prep strategies and principles. Then carryout the teaching of the situation in the real preview of what it? Based on this, in reference to alarge number of relevant literatures, combining high school chemistry teacher interviews,questionnaires prepared for early learning in high school chemistry prep status quo werecarried out investigation and analysis, the following conclusions:①A lot of high school students lack a deep understanding of all, there is no realunderstanding of what is in the end prep. In the actual chemical study did not develop goodhabits. ②Usually, there is lack of guidance in high school chemistry prep, high schoolchemistry teacher in this part of the students involved in the chemical prep less, and notpaying attention, so there is not a clear goal prep students, it is unclear what the rehearsal, thehow go to prep and so on. In addition to the student prep, prep quality teachers are not unableto implement, nor timely feedback to students prep evaluation.③High school chemistry prep content source material rather monotonous, usuallyconfined to teaching, preview the way the lack of change, so that high school students topreview the lack of interest in making the rehearsal with little success.④Time spent on prep time high school students spend much less than junior highschool students. Initiation stage junior chemistry is the study of chemistry, junior is the firstexposure to chemical, greater degree of curiosity, more interested, and high school homeworkusually relatively heavy, and lack of interest for the rehearsal, so spend less time on thechemical prep.⑤On the preview content for different types of chemical knowledge, there is a bigdifference between juniors and seniors. For junior high school students, the knowledge of theprinciples of abstract concepts difficult to understand most needed prep classes. And for highschool students in terms of elements and compounds such knowledge is difficult to grasp itsaccuracy is most needed prep.