A Study On The Teaching Practice Of "Problem Solving" In Senior High School Based On Disciplinary Ideas

With the deepening of curriculum reform and people’s understanding of nature of education and the development of teaching practice, senior high school chemistry course standard has helped students form basic concept of chemistry as a basic value orientation of chemistry teaching and practice. But the current inquiry teaching practice problems have affected the inquiry-based teaching effect. This article will do research on the angle of view of teachers and students, mainly from the perspective of chemistry concept construction on how to improve the exploratory teaching and improve teaching effectiveness. Based on the teaching design of "problem exploring", the teaching process is designed for the students to take the initiative to explore knowledge, think creatively and cultivate students’ innovative spirit and practice ability.This paper, based on the existing literature research and the senior high school and teachers surveyed about chemistry’s basic ideas, through the analysis of the results of the survey, deals with the feasibility of the design practice of senior high chemistry teaching. To Sue version of "chemical1" project2"the first unit of chlorine in bromine iodine compounds and their"(class1) instructional design and Sue version of "chemical2" project3"the organic compounds in unit2, food-ethanol" teaching design as an example to carry out the teaching practice, we carry out the teaching practice, analyze the teaching material content in "chemistry subject concept " and "problem exploring", put forward the specific teaching strategies, reflect the teaching process and evaluate the teaching effect. Finally, based on the discipline concept of "problem exploring", we design practical activities and perform evaluation of them and that of paper and pencil tests. By analyzing the experimental data, we can find:the experimental class of students of chemistry discipline concept change is evident and improving students’ chemistry performances is significant. In chemistry teaching, therefore, the concept of "problem exploring" teaching has its significance and research value.