A Study On The Strategies Of Improving The Ability Of Language Representation In High School Students With Difficulties In Chemstry

In the context of the new College Entrance Examination(CEE),the questions in the examination of chemistry feature in a large amount of information,many situational materials,and flexible problem setting.The key information of problem solving is integrated into the given situational materials,which requires students to have a strong language representation ability in chemistry.The ability refers to the psychological charactoristies shown when students face the chemical language in the forms of characters,symbols and charts and try to process,encode,store and extract text information based on the external representation of the perceptual chemical language.Guiding high school students to improve their language representation ability in chemistry is an requirement of the characteristics of the new CEE.It is the constant exploration of teaching practice and the inherent needs of individual student growth.This paper strives to improve the language representation ability in chemistry of students with learning difficulties in the teaching mode of reading training.The core issues of the main research include:(1)the constituent elements of language representation ability in chemistry and the status of studentsr language representation ability in chemistry;(2)the design of reading training program;(3)the analysis of the improvement of language representation ability in chemistry of students with learning difficulties after reading training;(4)the four core issues of influencing factors and coping strategies of reading training implementation.Literature research method,investigation method and experimental method are adopted.This paper is divided into five parts:The first part is introduction,which explains the background and significance of the problem,the content method of the research.The second part is literature review,which describes the definition of the core concepts of language representation ability in chemistry and the specific reading training program,and analyzes the research status of improving students’ language representation ability in chemistry at home and abroad.The third part is the experimental research.It analyzes the characters,symbols and charts representations of the students in three tests after the systematic reading training and sum up the reasons according to the specific data.The fourth part is the influencial factors and coping strategies of the implementation of reading training.The fifth part is conclusion which summarizes the paper,and comesmup with innovations and deficiencies of the paper.The research conclusions are as follows:1.Studies have shown that students’ lack of the language representation ability in chemistry is due to low levels of language conversion and application ability,lack of understanding of the rigor of chemical language,teachers’ ignorance of the cultivation of chemical language skills and the concealment of the results caused by the barriers of the language representation ability in chemistry.When it comes to the chemical language conversion and application ability,the poorer the learning ability,the lower the level of ability would be,when it comes to the three forms of the chemical language,students do better in represent words and symbols.2.As a teaching mode,reading training sadopts many teaching methods and is of great use in improving students’ cognition,teansformation,expression and application of the three forms of chemical language.3.After systematic reading training,students’ abilities in character representation and symbol representation have been improved,but the ability in chart representation has not improved significantly.It can be concluded that reading training can promote the ability in character representation and symbol representation of students with learning difficulties.The insignificant improvement of the ability in charts is mainly influenced by the characteristics of chart representation,the learning ability of students with learning difficulties,and the effect of reading training,influenced by individual differences of students,scheduling of teaching and difficulty of teaching content,results in the difference in the improvement in representation ability.In the context of the new CEE,combined with the learning characteristics of students with learning difficulties and the teaching practice of high school,this study proposes a systematic reading training program based on the analysis of the status of improving the ability of chemical language representation in existing research.It also analyzes the current situation of the ability of students to learn chemical linguistics after reading training,and provides a more comprehensive research foundation for teachers to improve the chemical language representation ability of students with difficulties.It will be very useful reference for teaching.