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高三化学学困生一则面临升学压力,学习时间紧迫;二则基础知识学习不够扎实,由此造成对于某些知识学不懂。认知负荷理论及其效应认为学生学不懂是因为总的认知负荷超过了其认知承载能力,可以通过图式的构建和自动化、知识渐进、简单—复杂任务序列等策略降低认知负荷。文章结合具体例题,浅谈高三化学学困生在元素及其化合物、化学反应速率和平衡、电化学等方面的复习策略。
One of the junior high school students who are chemically impoverished faces pressure to enter the university and their learning time is tight. Second, the basic knowledge is not well-studied. This results in knowledge of certain knowledge. The cognitive load theory and its effects believe that students do not understand because the total cognitive load exceeds their cognitive carrying capacity. They can reduce cognitive load through strategies such as schema construction and automation, knowledge evolution, and simple-complex task sequences. . The article combines specific examples, and discusses strategies for reviewing elements of junior high school chemistry such as elements and their compounds, chemical reaction rate and balance, and electrochemical aspects.