How to learn high school chemistry

Author: Gu Jianxin
Publisher:
Publish Date: 2003-06-01
Features: With the reform of curricula and textbooks, changes in the college entrance examination system, and the increasing integration in the question-setting process, the "sea of problems" strategy is no longer the method or path for students to achieve good results. To help students accumulate knowledge more effectively, enhance the ability to transfer knowledge, and develop comprehensive qualities in analyzing and solving problems, as well as improve learning efficiency within a unit of time, we revised the book "How to Study High School Chemistry" from the perspective of "how to learn," combining the requirements and organization system of the new textbooks. Another purpose of the revision was to help teachers better organize teaching in line with the new textbooks' teaching requirements, aiming to transform knowledge into abilities and learning processes into intellectual development. The book has the following features:
1. In terms of content, it is based on the newly promulgated teaching by the Ministry of Education, follows the new high school chemistry textbook system, and uses the chapters of the new textbooks as units. It reflects the characteristics of the subject, summarizes the key points, difficulties, skills, and learning guidance of high school chemistry in the form of problem-solving, with the 《teaching》 as the knowledge guide and achieving the ability transfer required in the 《College Entrance Examination Syllabus》.
2. In terms of training critical thinking skills, it closely combines knowledge acquisition with critical thinking training and ability development. The examples in each chapter are compiled according to the requirements for critical thinking in the 《College Entrance Examination Syllabus》, aiming to help students achieve the knowledge, thinking, and ability requirements of the college entrance examination while studying classroom content. It incorporates familiar concepts and principles into new relationships, broadens thinking, activates the mind, and enhances students' critical thinking skills.
3. In terms of learning guidance, it emphasizes the connotation and extension of "double foundations" (basic knowledge and basic skills), strengthens the classification and summarization, integration, and comparison of knowledge, and fully combines problem-solving strategies and techniques with the content of each chapter. It integrates thinking processes, patterns, and methods of inquiry, providing an in-depth analysis of difficult problems students encounter during the learning process while focusing on organizing and refining problem-solving strategies. The goal is to help students deeply and thoroughly grasp the knowledge structure and maximize learning efficiency.
4. In terms of material selection, it focuses on the typicality, practicality, representativeness, novelty, and diversity of question types. It considers the teaching requirements of lower-grade levels and the needs of the secondary classroom, as well as the current trends in chemical question-setting for the college entrance examination. Based on the 《teaching》 and textbooks, it reasonably extends the cultivation of abilities in analyzing and solving problems, enriches the knowledge level of the book, and strives to provide high-capacity, high-quality information for teachers and students.
5. The book consistently emphasizes the training of chemical critical thinking skills and the development of self-learning abilities. The target audience is students from first to third year of high school. For first and second-year students, it can be used in conjunction with textbooks to extend learning content. For third-year students, it can serve as systematic review material. At the same time, it can also be used as a teaching reference for chemistry teachers.