The Preparation Of The Open Problems Of Junior High School Chemistry Research

The new elementary education curriculum reform, which keeps the pace with the requests of the age and society, mainly emphasizes students' progress, aims at improving students' scientific literacy, aims at cultivating students' creative spirit and practical ability and has made fully reflection on the traditional education system. The continuous terminal examination reform put forward requests on students' creative spirit and practical ability and manifests the alignment with the curriculum reform.In practice, exercises is the main tool of science education to implement the curriculum objectives. The traditional exercises are dominated by closed problem and emphasize standard answers. It often forces students to be confused between "how to answer" and "how to question". Students always can resolve these closed problems by repeated training and simple imitation. In this kind exercises training, neither can we cultivate students' ablitities of inquisition and problem-solving, nor develop students' thinking capability. As a result, students' critical competency and independence have been suppressed, their curiosity also have been worn out in those mechanical and sterile learning. Obviously, on one hand, closed problem cannot meet modern educational requirements for personnel training, on the other hand, they also cannot load the task that new curriculum reform concept is converted into teaching culture. All in all, it is absolutely imperative to explore alternative ways and means.Chemistry open-ended problem is of the new educational thought; it emerged and developed with profound reflection of closed problem. Open-ended problem are the new type exercise. Its characteristics mainly focus on the opening of self-structure and content selection. It not only encourages students to explore actively and study thoroughly, but also guides students to consider problem more completely and comprehensively. There is no doubt that the open-ended problem is the opening of students' thinking domain, is the arena to perform students' individual consciousness, is the good medium to inspire students' divergent thinking and innovative spirit, is the effective tool to evaluate students' inquiry ability and scientific literacy.The first part of this paper is theoretical basis. Constructivistic learning theory and modern education assessment theory provide the theoretical support of this study.The second part is literature summary. As far as the present documentary is concerned, the research concerned with open-ended problem focused on three core areas: how to develop open-ended problem, how to resolve open-ended problem in classroom, and how to evaluate students' answer of open-ended problem. Nevertheless, he author hold that the development of open-ended problem is the premise and basis for teaching and evaluation. The third part provides basis and support for developing opened exercises through the identification of the meaning, classification, exercise types, characteristics, functions and values of open-ended problem. Especially, the in-depth discussion on the meaning, classification, types of open-ended problem would offer direct guiding effect for developing such items.The main body of this paper is the fourth to the eighth part.The fourth part discussed the basic principle of developing open-ended problem. The author maintain that there are two principles take priority over others: align with curriculum standard, align with students' factual condition. This part of study offered benchmark to the following work.In the fifth part, the author makes a profound research in chemistry open-ended problem in the entrance examination to senior high school. In this practice, we not only can extract and retain the experiences and wisdom of how to develop chemistry open-ended problem, but also can provide good reference and model in developing new ones.Based upon above research, the author carries on developing open-ended problem innovatively and initially with new attempt. The efforts concentrated on three aspects: how to develop open-ended problem which is diverse-answered and divergent-thinking, how to develop open-ended problem which is content opening up and in actual context, how to adapt closed problem into open-ended problem. Although the three types exercises independent respectively, they are interconnected with each other tightly. As a whole, they make up the new system of develop open-ended problem.