The Analysis Of Causes Of The Learning Difficulties In Ion Reaction And The Research On Teaching Strategy

Ion reaction is an important part in high school chemistry teaching.The teaching on ion reaction helps cultivate students’ micro-view and it is of great importance to help understand the mechanism of chemical reaction.Form the aspect of particle,in addition,For senior high students,ion reaction is an unavoidable part whether in college entrance examination or academic test.The section accounts for 22 percent of the test material,so for senior high chemistry teachers it’s necessary to make students understand and master it.However,ion reaction is so abstract for senior high students that their understanding becomes one-sided.Meanwhile,students of different level differ from each other in their cognitive ability and comprehension in ion reaction,so students have similarities and differences in their difficult points in this unit.The thesis delivers difficult points in ion reaction through questionnaire、Literature reading and interview.Based on students’ learning ability levels and teaching materials,the writer analyzes the causes of difficult points,develop teaching strategies and apply them to teaching practice,comparing experimental class and control class can remove students’ difficulties,improve their revision efficiency,strengthen the students’ confidence and improve teachers’ teaching level.The thesis consists of six chapters.ChapterⅠtells about the background and the purpose of research and literature review of the teaching and difficult points of ion reaction.In chapterⅡ,the author first defines learning difficult points and teaching strategy.Then the author states the theoretical basis related to the research.For example,constructivism learning theory,the theory of the zone of proximal development,meaningful learning theory and cooperative learning theory.In chapter Ⅲ,the author delivers three aspects: the teaching demands of ion reaction according to the standards of senior school chemistry curriculum,the ion reaction knowledge network,the difficult and important points of ion reaction.The fourth chapter discusses the test of ion reaction in the two classes(pre-test),analyzes the results of test and interview teachers and students.So the causes of the formation of difficult points are as follows:(1)students do not pay much attention to chemistry(2)lack basic knowledge of the subject(3)low chemistry cognition structure makes it hard to search or acquire knowledge(4)students’ have low ability to represent problems(5)teaching methods are dull and therefore lack experimental inquiry learning methods.In the fifth chapter,the author puts forward the following teaching strategies in regard to the learning difficulties and the causes of the formation of difficulties,based on own teaching practice and relevant educational theory:(1)Make a list of knowledge points to make up the low cognition structure(2)Develop questioning in chemistry teaching(3)Apply comparison of experiments to strengthen students’ understanding of knowledge(4)Conclude strategies by selecting sample exercises(5)Enhance students’ thinking by variant training(6)Communicate with students without delay and remove their puzzles.According to different teaching contents in teaching practice,the teacher should apply teaching strategies optionally.Having compared experimental class and control class,give students a test on experimental results.Check whether the teaching strategy is effective or not by analyzing the differences with the aid of SPSS.The teaching practice proves that teaching strategies of solving the difficult points and achieve good teaching results.In chapter 6,the author concludes the results of the research points out the deficiency and expect to do more in the future.