Aqueous Solution Of Ionic Balance Learning Difficulties Cause Analysis And Countermeasures

The content of the "ion balance in aqueous solution" unit is a chemical reaction principle part of the important and difficult points of knowledge, boring and abstract content knowledge, and the relationship between various knowledge closely, has strong logical knowledge. This unit content of aqueous solution requires teachers to enrich students' understanding of point of view, developing the students' cognitive style, to promote the concept of particle (the type, number, source, target) and dynamic view (Based on concept of dynamic balance) of further deepening, form a quantitative view and system view. In this paper, through investigating the teachers and students to the chemical reaction principle of textbook related usage and aqueous solution of ion balance test questions in the questionnaire research, analysis of learning difficulties and the reasons of the existence of this part, and proposes the corresponding solution countermeasure, expect to this section to provide the reference of teaching.The author through to the analysis of the questionnaire survey to teachers and students, students in learning "ion balance in aqueous solution", the causes of the formation of learning difficulties mainly has six:(1) basic knowledge reserves is insufficient, mainly displays in the knowledge type and knowledge representation is inappropriate and a lack of structured knowledge organization, Salt hydrolysis knowledge more complex and abstract, to meet a new problem situation, students can't extract the main information, easy to give our too much attention to some irrelevant information, can't find the prototype to solve the problem, it is because of the lack of knowledge and problem representation ability, inadequate knowledge reserves lead to learning difficulties. (2) the lack of chemistry learning interest, ion balance in aqueous solution, knowledge, strong theoretical and knowledge tedious, boring teacher in the teaching process is easy to ignore the theory with practice, easy access to the study of pure theory, makes the students' learning interest gradually reduced. (3) the development of abstract thinking lags, the ion balance in aqueous solution has a certain particularity compared with other knowledge, students need to have rich micro imagination, strong ability of logic thinking etc., and the limitation of their own development, development of abstract logical thinking is not perfect, chemical language are abstract, students can't through the perception of the material as the foundation to understand the essence of the concept and application of these will cause the difficulty of learning. (4) the lack of chemistry learning method, in the ion balance study in aqueous solution, the students' ability to integrate knowledge is low, usually adopts the method of rote, unable to newly acquired knowledge into cognitive structure, the understanding of the concept of stay in the memory phase, can't grasp the essence of the concept. (5) error guide of the myth of the concept, this section of the theoretical knowledge is stronger, students tend to wrong or inaccurate knowledge migration to the new knowledge, so easy to produce concept of myth, which requires teachers in the teaching process, with the help of the students in the mind of the concept of myth type, positive thinking, continuously optimize their teaching. (6) the negative influence of mind-set, in the process of learning, students easily produces dependent psychology to teachers' teaching thinking mode, in the face of different problem situation to take the same mode of thinking, it is easy to form the mind-set.In order to solve the problem of the ion balance in aqueous solution difficulty forming reason. The author puts forward six resolution strategy:(1) to strengthen the reasonable use of related material, in the teaching process to reference the different versions of the textbook, updating the teaching idea, optimize teaching design, strengthening the textbook exercises, strengthen the consistency of the curriculum standards, textbooks and examination. (2) the idea of hierarchical analysis method, the layered thought it includes two levels:first, their thinking level; Second, analyzing the level of change ion in the solution; Solve the ion concentration size compared with the idea of layered, clear thinking, clear at a glance, understanding and analysis to the student ability are improved. (3) building chemistry concept teaching mode, in the teaching process, to build the concept map, stimulate students' interest in learning, improve their cognitive structure, increase the ability of knowledge extraction and application. (4) through the students' chemical thought disorder, from the three aspects:improve the students' learning interest, break through the learning difficulties; Attaches great importance to the students way of thinking, to improve their chemical learning consciousness; To expose the thinking process of students to eliminate the negative influence of mind-set. (5) carry out the teaching mode of problem solving, to create the appropriate problem situation, always revolves around this problem in the teaching, exert students' initiative, let its a constant state of conflict and active thinking, so as to improve the learning efficiency. (6) the advance organizer teaching strategy, can effectively establish a balanced knowledge logic system, easing the burden on the students' cognitive, let new knowledge effectively into their own cognitive structure, provides a clear direction for the teachers' teaching and students' learning.