Study On The Causes And Countermeasures Of "Electrochemical" Learning Difficulties Of Senior High School Students

The "electrochemistry" theme is an important part of high school chemistry.It is based on galvanic cells and electrolytic cells.It combines redox reactions,ion reactions,elemental compounds,chemical reactions and energies,chemical reaction rates,chemical equilibrium,and Ion balance in aqueous solution,but the examination of knowledge is usually based on the latest and most popular research results.The examination forms are diverse,covering a wide range,and have high requirements for students' knowledge transfer ability,information processing ability and thinking ability.Therefore,"electrochemical" learning is the focus and difficulty of high school students' learning,students often have various difficulties in learning "electrochemistry".This paper uses the literature method,questionnaire survey method,interview survey method,diagnostic test method,oral report method,statistical method to study the difficulties in the "electrochemistry" study of high school students,and analyzes the reasons from the perspectives of teachers,students and classrooms.Combined with the problems of teachers and students in the actual teaching,this paper proposes feasible teaching strategies.This paper consists of seven chapters.The first chapter is the introduction.According to the domestic and international research status and practical teaching of "electrochemistry" and learning difficulties,the significance and necessity of "electrochemistry" are proposed,and the ideas and methods of this research are expounded.The second chapter is the theoretical basis.The theory of cognitive diagnosis,multi-intelligence theory,modern information processing theory and teaching optimization theory supporting this thesis are expounded.The third chapter analyzes the characteristics of the standard and layout of chemistry "electrochemistry" curriculum and the characteristics of "electrochemistry".The fourth chapter conducts questionnaire surveys and "electrochemical"knowledge surveys of senior high school students,and analyzes the survey and survey results.The fifth chapter summarizes the reasons for the difficulties in the study of"electrochemistry" in the second year of high school based on the test results.Chapter VI gives practical teaching strategies based on the difficulties and causes of"electrochemical" learning in the second year of high school,combined with practical teaching.The seventh chapter applies the teaching strategy to "electrochemistry" teaching to verify the effectiveness of the proposed teaching strategy.The eighth chapter is the conclusion and reflection,and put forward the follow-up research prospects.The study found that the main reason for the difficulty in the writing of the electrode equation,the application of the galvanic cell and the electrolytic cell,and the understanding of the principle of the electrolytic cell in the "electrochemical" learning of the second year students is that the knowledge of the learning starting point is weak;the knowledge of the two pools is confusing;knowledge The level of structure is low;the ability of triple representation is weak;the negative influence of mindset;the lack of interest and motivation;the inappropriate teaching method.And put forward corresponding teaching strategies:strengthen the connection and migration between old and new knowledge;compare method to distinguish between primary battery and electrochemical knowledge;guide students to establish a structured knowledge system;"macro-micro-symbol" triple representation;see the essence through the surface Eliminate the fixed thinking;pay attention to the cultivation of students' interest and motivation;adopt scientific and reasonable teaching methods and methods.