The Teaching Strategies' Study Of Developing Chemical Problem Consciousness About Students In Senior School

Problem consciousness is the foundation of innovation spirit, and cultivating students'problem consciousness is the starting point that cultivates the ability of blazing new trails. Certainly, having problem doesn't mean innovation, but having no problem must mean that there aren't any innovations. Developing problem consciousness problem is beneficial to change students'ways of studying, cultivate the spirit of bringing forth new ideas, improve the practice ability, and transform teacher's teaching concept, what's more, it's of benefit to promote further the development of basic education course's reformation.This research is based on many references, and it gives the concept of problem consciousness. Meanwhile, the study can balance the students'level of problem consciousness from observation, query and meta-cognitive ability by combining the features of chemistry study in senior high school, and it works out< The Questionnaire about Students'Level of chemical Problem Consciousness >(pre-test and post-test) in this research, the inner identity's faith coefficient of two tests differently reach to 0.820 and 0.872 on the basis, the study puts forward the teaching strategies of develop students'chemistry problem consciousness, and they are teaching strategies circumstances, instructing students to put questions and strengthening students meta-cognitive learning.Through the teaching practice of one team, when I make statistics about the level of problem consciousness, there is statistical significance on the 0.05 level between experiment class, In pre-test, there are not obvious differences between the experimental class is higher than the compared class in the general questionnaire, and there are obvious difference on the aspect of obvious differences. Meanwhile, there is no obvious difference on the aspect of observation and query ability, However ,the experimental class's meta-cognitive ability is higher than compared class's, and there are obvious differences. On the aspect of problem consciousness, in the post-test is higher than pre-test's, there is no difference between each group.In chemistry teaching, as long as the teaching strategies can be carried out, it can increase the level of the students'chemical problem consciousness.