Looking for high school geography and chemistry learning methods. Both of them are the same. They have never understood a lesson and have no clue about these two subjects.

Read the book carefully and learn the detailed knowledge. Do the questions selectively based on reading the book carefully. Because chemistry is not like physics and mathematics, if you don’t understand the knowledge points thoroughly, you will have no ideas at all. There are many small knowledge points in chemistry, and you can count them when you see them.

1. Basic methods of chemistry learning

(1) Develop a study plan

A study plan is an action guide for students to learn. It can enable students to enhance their sense of responsibility and Manage time scientifically and work actively and hard to complete learning tasks. It mainly includes: analyzing and summarizing the learning situation of the previous semester, and proposing the direction, goals, measures, etc. for this semester's efforts. Teachers should explain to students the importance of formulating study plans, guide students to formulate practical study plans, organize inspections of implementation, and help students appropriately adjust study plans when necessary.

(2) Preview

Preview is to make students mentally prepared for the knowledge they want to learn, to listen to the lecture with questions, to enhance the purpose of the lecture, and thereby improve learning efficiency. It includes preview of informative teaching materials and preview of experimental teaching materials. Teachers should guide and organize students to preview so that students can develop the habit of previewing. When previewing knowledge-based teaching materials, you should have a general understanding of the main content of the new lesson and the areas where you have problems, mark the parts you don’t understand, and be prepared to listen to the class with a purpose and plan. For experimental teaching materials, students should be required to clarify the purpose, requirements, principles, operating points, and safety precautions of the experiment, and write an outline of the experimental operation or draw charts, and list blank forms with records, etc.

(3) Listening to lectures

Listening to lectures is the basic form for students to learn knowledge. The effect of listening to lectures directly affects the quality of students' learning. Therefore, teachers should help students master scientific listening methods and improve the effectiveness of listening. Attending lectures mainly includes three aspects: listening, observing and taking notes. The basic requirements are: to concentrate on listening, follow the teacher's teaching ideas, think actively, and associate in multiple ways; to observe demonstration experiments, one should master scientific observation methods and be able to follow the purpose, objectivity, comprehensiveness and dialectics of observation Principle: Class notes should record the outline, ideas, key points and questions. Notes should be organized in a timely manner and the relationship between listening, reading, thinking and memorizing should be handled well.

(4) Doing experiments

Doing experiments is a regular and important practical activity for students in chemistry learning, which embodies the distinctive characteristics of chemistry learning. In order to achieve the purpose of the experiment, teachers should require students to: preview carefully before the experiment and be prepared; operate in a standardized, conscientious, precise and meticulous manner during the experiment, record experimental phenomena (including data) in a timely manner, and be consistent in experimenting, observing, and thinking. In combination, we should resolutely abolish the phenomenon of "prescribing medicine according to the prescription"; after the experiment, the experiment report should be written carefully and timely. In addition, students should also develop good experimental habits, such as the habit of caring for instruments, saving water, electricity, gas and experimental consumables, keeping the laboratory environment clean, and paying attention to experimental safety.

(5) Review

Review is an important part of digesting and consolidating knowledge. It includes: after-class review, unit review, mid-term review and final review. Teachers should help students master various review methods and pay attention to the management of students' review. It is required that: review should be timely; review should be focused; when reviewing, recall the content of the class first, and then read the lecture notes and teaching materials; clarify difficult questions in a timely manner; pay attention to combining regular review with periodic review.

(6) Homework

Doing homework is a practical activity for students to consolidate and apply knowledge, form skills, and develop abilities. It is also an important way of teaching feedback. Teachers' management of students' homework mainly includes two aspects: regulation and inspection and guidance. The regulation of students' homework mainly includes: macro-control of the total amount of homework students do every day and every week; changing the way homework is completed and constantly optimizing the quantity and quality of homework; carefully selecting and assigning homework, and not assigning inferior or mechanical assignments. Repeated assignments. At present, there are no unified regulations on students' homework, which results in a lack of coordination in homework assignments by teachers in various subjects, increases students' learning burden, and affects students' physical and mental health and all-round development. This is an urgent problem that needs to be solved. Inspection guidance for students' homework mainly includes: enabling students to develop the habit of completing homework independently; reviewing the questions carefully before doing it, and checking and verifying it carefully after doing it; the handwriting must be clear, the format must be standardized, and the writing must be neat; and errors in the homework must be corrected in a timely manner wait.

(7) Summary

After studying a unit or a stage, a systematic summary should be made in order to organize and systematize the knowledge learned. Summary is an important part of learning. Teachers should guide students to make systematic summaries. It should be done: the summary should reveal and highlight the essence of the knowledge learned and the internal connections of each part of the content, so as to form a knowledge network; the summary should strive to be expressed in a concise, vivid and vivid way, and you can write an outline or excerpt the key points, and the charts The law is particularly worthy of promotion. For example, comparison tables of properties, structures, and characteristics of substances, conceptual system diagrams, knowledge structure diagrams, reaction relationship diagrams, material transformation (transformation) relationship diagrams, etc.