The Research On The Mode Of Problem-solving Based Learning Of Chemistry In Middle School

Problem-solving based learning is the core thought of the constructivism to reform the outdated instruction. It is an advanced and scientific learning style. It has an important enlightenment to our education reform. At present our research on the problem-solving based learning is not systemic, and research on chemistry is much less. In view of these, we select this topic and expect to improve the research on the education theory and practice through our work.This thesis consists of six parts. The first part discusses the necessity of our research in terms of the society development and the education reform.The second part discusses the problem-solving based learning and summarizes its characters and our blind sides in this field, and then develops our purposes of the thesis.The third part introduces two theoretic bases, problem-solving theory and constructivism.The fourth part constructs the model of problem-solving based learning of chemistry, and discusses its meaning, its modeling, its characters, and its teaching and learning strategies. In view of problem-solving theory and constructivism, problem-solving based learning is regarded as a process of meaning construction of Chemistry knowledge, the center of which is Chemistry problem and the base problem-solving style is inquiry.In this mode, the problem is a clue to this process. Problem-solving is divided into five steps, comprehending the problem, putting forward the hypothesis, collecting the information, solving the problem and evaluating it. Inquiry is an essential way for the problem-solving and lies in each step more or less. The meaning construction of Chemistry knowledge is our aim. Meaning construction happens in each step of inquiry. Metacognitive works in each step and it is necessary for an initial learning. Metacognitive affect the whole process of problem-solving, andaffect the learning effect.Problem-solving based learning has three subject characters, the first one is that experiment should be combined with reasoning, the second is that chemistry language should be mastered firstly, the third is that macrostructure should be combined with microphenomenon.At last we put forward the teaching and learning strategies. Learning strategies consists five aspects. The first is to comprehend the problem, the process of collecting the information (underlining, marking, repeating etc). The second is to put forward the hypothesis, the process of integrating the information (analyzing, synthesizing, reasoning, forecasting etc). The third is to collect the information, the process of collecting the data (from the textbook, internet, expert, peer etc). The forth is to solve the problem, the process of testing the hypothesis (experiment, reason). The fifth is to commune with others and evaluate it, the process of evaluating and reflection (evaluate what they take part in, the enthusiasm they have, if they work hard, what they learn etc). Metacognitive regulates the whole process.Teaching strategies includes four aspects. The teacher should set up the confused condition, instruct when students solve the problem, and evaluate the process of solving problem.The fifth part is teaching practice and its aim is to test its effect. It turns out that the problem-solving based learning has distinct effect on knowledge and ability, process and methods, attitude and value.At last, we prosecute prospect for future research and analyze the problems in the thesis.