Study On Problems In Chemistry Teaching

Problem design is the basic guarantee in teaching process, the primary procedure fororganizing students in active studies, the essential approach for promoting thinking development of students, the fundamental teaching ability for modem teachers. Improving it will be in favorof enhancing the teaching effect.The chief purpose of this paper is helping the fresh chemistry teachers to masterthe ability of problem design in a shorterperiod, and providing consults for the experienced teachers to re think their problem design. The main content of this research is the classification and the structure of the problems in teaching procedure, as well as how to de sign problems rationally.Thispaperconfirmed the subjectby document re search on current situation in problem study. Using questionnaire survey, it understood how chemistry teachers applied problem design theory in their classroom instruction. Furthercase survey found the deficiencies of problem design in middle schoolchemistry teaching. The elementary quantitative research for the problem design in classroom instruction has also been tried. After classified the problems and studied their interior and exterior relationship, the rational understanding for the whole structure of the problemshasbeen formed. Thispaperapplied its research re suit to design problemsin practice, tried to testify and enrich the reasonable understanding it made. The author believes that, when some problems from teaching arediscussed, the meaning of the "problem" mainly contains somecontradictions or difficulties that should be addressed or answered onthe base of students’ learning about the subject of scientificunderstanding and practice of science. For students, thesecontradictions or problems are not yet solved, whose answers are noteasy showed in the knowledge system that stores in the minds ofstudents, and sometimes students need to extract relevant informationfrom memory and do some cognitive activities to overcome some ofobstacles. Based on the assessment of extensive cases, it has beenfound that there are various kinds of problems in chemistry teaching,their systematic structure is complex. It is very important to master theregular pattern of the problem design, to enforce problem designrationally, to design problems orderly, and to improve the problemdesign in a higher quality.