A Survey Of Junior High School Chemistry Language Learning And Teaching Strategies

Chemistry is a science that studies the composition,structure and changing law of matter at the molecular and atomic levels.Chemical language is the direct embodiment of chemical thinking.As an important part of chemical language,chemical language not only reflects the unique subject thinking of chemistry,but also is an important tool for learning chemistry and understanding chemistry.In junior high school chemistry teaching,the author found that students have obvious learning obstacles in understanding the connotation of chemical terms,macro micro conversion and other aspects,unable to flexibly use the chemical terms they have learned.Therefore,this paper takes Chengdu H Middle School as an example,focusing on "what problems do junior high school students have in learning chemical terms?" What are the causes of these problems What teaching strategies can be used in the teaching of chemical terms Are teaching strategies feasible and effective The four questions are studied by literature,questionnaire,interview and practice.The research is divided into six chapters:The first chapter is the introduction,through the literature research,summarizes the main research results of chemical terms at home and abroad;the second chapter is the definition and theoretical basis of related concepts,expounds the characteristics,classification and requirements of chemical terms in junior high school,and combs the triple representation theory and information processing theory;the third chapter uses questionnaire survey method to survey junior high school students After statistical analysis,student interviews and volume analysis,the difficulties and reasons of junior high school students’ learning chemical language are obtained.Chapter 4 is teaching strategy research,aiming at the problems reflected in the investigation,the relevant strategies of junior high school chemistry language teaching are put forward combined with theory;Chapter 5 is the practical Research of teaching strategy,taking the third year of Chengdu H Middle School as an example,two classes of students in grade two were taken as the experimental objects,and the control experiment method was used to conduct a two-month practical research;Chapter 6 is the conclusion of this study,introduces the results of the study,and looks forward to the future research direction.Through the research of this paper,the following conclusions are drawn1.The students of different academic levels have deficiencies in "reasoning application" of chemical language knowledge;in addition,students in learning have some difficulties and differentiation in"micro understanding" and "macro micro conversion";students with learning difficulties have big problems in four aspects,and there is a big differentiation.2.Except that there is no significant difference between the excellent students and the students in learning,there are significant differences in the knowledge of other different categories of students.The reasons are as follows:different Memorizing Strategies;different learning styles of students;different degrees of influence from "pre concept";different abilities of triple representation;and different abilities of constructing knowledge structure of chemical terms.3.Based on the theory and investigation,the following teaching strategies of chemical terms are put forward:Games stimulate interest and assist the memory of chemical terms;rational use of micro simulation to enhance the visualization of the micro world;strengthening the triple representation ability of students’ chemical terms;promoting knowledge structure and knowledge meaning construction through group cooperation.4.Through the implementation of the strategy in practice,it is found that the students’learning level of chemical language has been improved,which shows that the teaching strategy is feasible and effective.