Dragon Gate Subject Chemical Thinking Methods in the High School Entrance Exam Junior High School Chemistry (Revised Edition): Junior High School Chemistry

Author: Wang Houxiong
Publisher:
Publish Date: 2002-03-01
Features: The "Longmen Special Topics" series primarily reflects the characteristic of gradual progress in its layout. The content of this book is divided into two parts—"Basic Concepts" and "Comprehensive Application" (for high school, it is titled "3+X Comprehensive Application"). Each section in the "Basic Concepts" part is further divided into two columns: "Knowledge Point Analysis and Application" and "Broadening Horizons." The "Knowledge Point Analysis and Application" focuses on thoroughly and clearly explaining the basic knowledge, helping students clarify the knowledge framework and firmly grasp the key points, laying a solid foundation for raising their academic performance to a new level. The "Broadening Horizons" is prepared for students to achieve even greater success by solidly mastering the basic knowledge. In recent years, the trend of high (middle) school exams has been toward more comprehensive and applied questions. After the implementation of the "3+X" high school exam model, this trend has become even more pronounced. The "Comprehensive Application" part is designed to adapt to this trend, aiming to enhance students' comprehensive and applied abilities, enabling them to respond flexibly and confidently to a wide variety of exam questions.
This book is part of the series "Chemistry in Middle School Exams" focusing on "Chemical Thinking Methods."
Overview of Chemical Thinking Methods
Chemical thinking refers to the awareness people have in recognizing, understanding, and mastering chemistry, while chemical methods are the strategies people use to solve chemical problems. Chemical thinking methods encompass both chemical awareness and strategies. Chemical thinking is formed on the basis of certain chemical knowledge and methods; conversely, chemical thinking promotes and deepens the understanding, mastery, and application of chemical knowledge and methods, as well as the solving of chemical problems.
Following the new educational philosophy of "human-centeredness," students should pay equal attention to learning chemical thinking methods alongside chemical knowledge, as thinking methods are qualities that benefit people throughout their lives. The revised junior high school chemistry teaching syllabus has explicitly proposed "combining the characteristics of the chemistry discipline to educate students in dialectical materialism and train them in scientific methods." This guiding principle has been reflected in the exam questions of various regions in recent years. The 2001 middle school exam questions showed a trend toward greater depth and breadth. However, many students focus solely on learning chemical knowledge while neglecting the mastery of chemical thinking methods. They tend to view problems in an isolated, static, one-sided, and absolutistic manner, and their learning methods rely on rote memorization. As knowledge deepens and develops, the flexibility of exam questions increases, leaving many students feeling overwhelmed. Some find chemistry too chaotic and unpredictable, lacking a clear pattern. As a result, their interest in learning chemistry declines, and some even give up on it entirely.
To meet the needs of junior high school students learning chemistry and address the current challenges they face in their studies, we have written this book. Starting from the perspective of dialectical materialism, it deduces ten chemical thinking methods, comprehensively reflecting the requirements of the teaching syllabus in terms of chemical thinking method education. It provides students with the key to entering the realm of chemistry.