解决化学平衡习题是学生学习化学平衡知识的重要环节，化学平衡习题的解决有助于学生对化学平衡知识的理解，技能的掌握，提高学生分析问题、解决问题的能力。 本文对化学平衡习题按照学生的认知水平分为识记水平、理解水平、应用水平的习题，根据习题对学生能力要素的要求不同，每类水平的习题又进行分类。根据习题水平从问卷、访谈、习题三方面探查学生解决化学平衡习题存在的困难，然后寻找策略，以下是探查的困难和对应的策略。 化学平衡本体知识：识记水平的知识：可逆反应、转化率、平衡常数、浓度熵的概念多数学生没有掌握。针对困难引导学生进行意义记忆，课上短时记忆，课下反复、多次记忆，及时复习。理解水平的知识：平衡状态的判断、平衡浓度的计算、图像、平衡移动的判断、化学平衡常数的意义多数学生存在困难。针对困难紧扣可逆反应的特征，判断平衡状态，结合反应确定各物质的变化，列出三段式，认清坐标的意义，结合化学平衡的知识解题。应用水平的知识：化学平衡常数判断反应进行的方向、转化率、化学平衡常数和转化率的计算多数学生没有掌握。针对困难对于平衡常数的应用，理解概念，分析各组分浓度变化，确定平衡常数的变化，判断反应方向。转化率、平衡常数列出三段式计算。化学平衡相关化学知识：外界条件改变反应速率如何改变，从化学键的角度判断化学平衡状态多数学生不能掌握。针对困难课堂上共性问题进行详讲，个别问题课下学生互帮互学解决或可利用辅导时间向教师请教解决。与解决化学平衡习题相关的其他技能方面的问题：学生数学知识的缺失，不能挖掘题目中的隐含条件，找不到解题的突破口。针对困难数学的图像，弄清横纵坐标、起点、交点的含义，图像的增减性。列出已知条件，把问题分解成小问题，从已知条件中挖掘解决小问题条件，或通过已知利用所学过的知识找到解题的突破口来解决。 偶然因素的存在： 题目看错，方程式写错，审题能力欠缺，误解题意，答非所问，数学的运算错误。针对困难要求学生仔细审题，避免遗漏，数学计算细心，做完要检查有无算错、笔误之处。 根据以上策略选高二两个理科班即实验班和对照班进行实践研究，两班授课课时、习题内容一样，实验班运用策略进行习题练习和教学，然后通过两班习题的测验和访谈得到实验结果，进行对比、分析，最后得出结论如下：实验班通过策略的运用，结合以往和本次的班级平均成绩，以往实验班的班级平均成绩比对照班低，化学平衡习题成绩显著的提高，说明策略的运用起到了一定的效果。从探查的几类困难来看，化学平衡本体知识的策略有效性高；化学平衡相关化学知识的习题解决策略有一定的效果，效果不明显；解决化学平衡习题技巧的策略有一定的效果，此类题得分率有所提高；针对偶然因素策略，有一定的效果，但却不能降低为零。 从不同学生策略起的作用来看，优等生各个策略基本能发挥作用，中等生多数策略能发挥作用，后进生多数策略没有发挥太大作用，后进生基础薄弱，运用知识的能力较差。前测和后测的结果来看，后测两个班化学平衡知识的掌握程度有明显的进步，而实验班的平均成绩比对照班高，实验班运用了策略其进步比较明显，说明策略发挥了一定的作用。论文最后针对本研究提出了若干讨论和展望，可供研究者进一步思考。

Problem solving chemical equilibrium chemical equilibrium knowledge is learning an important part of solving the chemical balance exercises help students understand the chemical balance of knowledge, skills mastery, improve students analyze problems, problem-solving skills In this paper, the chemical balance exercises are divided into levels according to students 'cognitive level memorization, comprehension, application level exercises, according to the students' ability to exercise elements of the different requirements of each type of exercise and the level of classification. From the questionnaire based on the level of exercise, exercises, exercises difficult to solve chemical equilibrium probe student interviews conducted in three areas, then look for the policy, the following are the difficulties and the corresponding strategies probed. Chemical equilibrium body of knowledge : Memorizing the level of knowledge: a reversible reaction, the conversion rate, the equilibrium constant, the concentration of the concept of entropy Most students have not mastered. For difficult to guide students to sense memory, short-term memory on the lesson, the next lesson repeated several times the memory, and timely review. Understand the level of knowledge: the significance of chemical equilibrium constants to determine the equilibrium state, calculate the equilibrium concentration of the image, changing external conditions determine the balance of the majority of students have difficulty moving. For problems with specific changes in reaction to determine each substance listed in three stages, closely reversible reaction characteristics, from different angles to determine the equilibrium state, recognize the significance of the coordinates, given a proposed two, and then combined with the knowledge of chemical equilibrium problem solving . Application level knowledge: Analyzing the chemical equilibrium constant for the reaction direction, conversion rates, the majority of students conversion of chemical equilibrium constant and substantially no master. Difficulties in the application of the equilibrium constant for understanding the concept of change in concentration of each component analysis to determine the change in the equilibrium constant of the reaction was judged direction. Conversion rate, calculated equilibrium constants are listed in three stages. Chemical equilibrium related chemical knowledge: How to change the reaction rate of external conditions change, judging from the perspective of the chemical bond chemical equilibrium Most students can not grasp. For a detailed common problems difficult to speak in class, students in individual classes teach and learn to solve problems or counseling time available to teachers ask resolved. Other skills and solving problems related to the chemical balance exercises: Lack of students' mathematical knowledge, not digging the title implied conditions, could not find a breakthrough in solving problems. For image problems of mathematics, understand horizontal and vertical coordinates, the starting point, the intersection of the meaning of the image change. Lists the known conditions, decomposing the problem into smaller problems to solve small problems mining conditions from known conditions, or by a known exploit the knowledge learned to find a breakthrough to resolve the problem solving. Causal factors exist: Topics wrong, wrong equation, moderation lack of capacity, misunderstanding the meaning of problems, irrelevant answers, math computation errors. For problems require students to carefully examine the topic, avoid omissions, careful mathematical calculations, done to check whether the operator, clerical place Select two science classes sophomore classes and control classes that experiments carried out in accordance with the above policy practice research, teaching two classes lessons, exercises the same content, the use of experimental class exercises to practice and teaching strategies, and the experimental results obtained by testing exercises and interviews comparison , analysis, and finally concluded as follows: Through the use of an experimental class strategy , combined with the previous and the current class grade point average , previous experimental class class average lower than in the control classes, chemical balance exercises scores improved significantly , indicating that the use of strategy played a certain effect. From several types of difficult exploration point of view, the effectiveness of the chemical equilibrium of high strategic body of knowledge ; chemical balance exercises related chemical knowledge solving strategies have some effect , the effect is obvious ; Problem solving skills in chemical equilibrium strategies have a certain effect , such problems scoring rate increased ; strategy for the causal factors , have some effect , but it can not be reduced to zero. Students from different strategies for the role of point of view, basically honors each policy can play a role, but there will be individual honors honors strategy did not play a role . Average - Most policies can play a role, but there are a small number of strategies have not been able to play a role . Underachiever Most policies do not play much role underachiever weak infrastructure , poor ability to apply knowledge.Results Pre-test and post-test , the two post-test mastery of the knowledge of chemical equilibrium shift significant progress, while the average score of the experimental class higher than the control class, experimental class of its progress in the use of the strategy is obvious , indicating policy played a certain role. Finally, for this study made a number of discussions and outlook, available researchers further reflection.