Students’ Chemistry Learning Difficulty Analysis And Countermeasures Research Survey

With the advancement of the new curriculum reform and in-depth, achemistryteacher, a problem is becoming more and more confused linethat is, chemicalknowledge, method and ability quite part of students is not up to the requirements of thenew curriculum, chemistry learningdifferentiation phenomenon is serious, electivechemistry students less and less, and some students even in a half semester required1had decided to give up elective chemistry. High school chemistry compulsory1is thefirst module chemistry compulsory part of high school, bear and chemical education incompulsory education stage cohesion, learning to lay a good foundation chemistry forhigh school students andcomprehensively improve the scientific literacy of students ofthe task,and so the whole high school chemistry teaching plays a very important role.In this paper, through the required1to four special students subjecttest, andanalyze the difference coefficient and item difficulty value, so as to objectivelydetermine the difficulties in compulsory1learning in students; at the same time, on fourtopics according to the knowledge points to let the students conducted a questionnairesurvey and difficultywere analyzed, in order to from the subjective angle to determinethe required learning difficulties in. The analysis results of comprehensivetestingmethod and questionnaire method, the difficulty of learningchemistry compulsory1middle school students, mainly include the basicconcept and theory in the application ofknowledge, redox electrolyteand ion reaction, the amount of substance and therelated calculation and element compounds in sodium, aluminum, iron compounds andthe nature of the the properties of sulfur dioxide.By the end of the interview to understand students’ problem solving theobstacles and to analyze the cause of the difficulties for three reasons:teachers, studentsformed the reason of cognitive reason, teaching materials, and the corresponding countermeasures:(1) using inquiry,solving the difficulties;(2) the use of multimedia,breakthrough difficulty;(3) classified and compared, knowledge construction, easier.The practice results indicated that, by adopting the strategy of targeted teachinghascertain effect on the required1difficulty.