Research On Chemistry Problem-solving Teaching Strategy In High School

China's Plan for Education Reform and Development of a Long-term (2010-2020) emphasized that the goals of high school education are to develop the students' competences of self -directed learning, self-improvement and self-reliance and the ability to adapting to society, so as to reverse the exam-oriented education tendency. In fact, problem-solving teaching has drawn much attention for its advantages of helping students to construct knowledge during the process and foster their abilities of problem-solving and creativity, which are essential to the adaptation of society. As a result, problem-solving teaching can serve well to the demand of the education plan.The investigations and the studies on the present situation of high school chemistry teaching show that high school students have such main problems as low interest in study chemistry, low awareness of asking questions, low abilities to introspection and solving; Teachers have such main problems is teaching methods are simple, new curriculum concept to practical teaching behavior is difficult to conversion of problem situation, can't be fully utilized; Also found that students' and teachers and problem solving environment of high school chemistry are the three problem-solving instruction have influence. The domestic and foreign scholars have performed a considerable research and practice in the problem-solving's psychological process and strategies about special specific knowledge. Domestic scholars have performed few research on chemical problem-solving teaching and teaching strategies,but fewer practice research on problem-solving strategies.In accordance with the constructivism theory, information processing theory and multiple intelligence theory, adding to the survey of current situation and literature of problems-solving teaching.we put forward the teaching strategies about high school chemistry problem-solving The strategies are divided into three dimensions, First, we should set objectives for high school chemistry problem-solving teaching. Second, we have to make the operating procedures for high school chemistry problem solving. Third, it comes to the strategies of problem-solving teaching of chemistry in high school. Simultaneously, there are some concrete strategies to every dimension of a strategy.On the base of the above teaching strategies,in order to applie the strategies better on the chemistry problem-solving teaching, We carried out an experiment research and took 2 cases to illustrate it. We used the SPSS software to count and analysis the experiment data, the results show that:the study enthusiasm,introspection consciousness and question awareness form the experimended class is superior than that of students in experimended class, Furthermore,the achievement is better than the traditional teaching class,and there is a significant difference between them. Through the interview with the experimended class students, we can also found that there was a big change on the students' thinking ability and problem-solving strategies. Problem-solving teaching could contribute to changing the study mode of the students and educational mode of the teachers.Through interview with the experimended class students also show that the students have good exercise in analyzing and solving problems with their ability.We get the following enlightenment through experiment research:first, teachers' teaching idea directly restricts the problem-solving teaching action. Secondly, implement the problem-solving teaching strategy under the several principles, one, problem-situation should throughout the entire class;second, taking the student as the main body; third, choicing and using problem solving teaching strategy flexiblely. Finally, in the use of problem solving teaching strategy should notice the following problems, one, combination chemical exercise training and problem solving; Second problem-situation should consider the student's acceptability; third, control the problem- solving teaching target under the student's "recent development zone".We draw the following conclusions based on the investigation and practice research:(1) The development and application of chemistry problem-solving teaching strategy was the best way to achieve the three teaching aspects of new curriculum; (2) In the action research based on practical design,the chemistry teacher could only that really master the problem-solving teaching strategy's ideas,method and operation technology; (3) Guiding students together to raise question, construct knowledge,train skills,solve problem and reflection common in the complex, open and real situation which was the key to carry out problem-solving teaching.At last, We proposed the future research prospects according to the reach on problem-solving teaching. Due to the limited theroy and practiced experiences of the researcher and the limited time of the research, the conclusions shoud be tested and perfected further.