The Experimental Study Of "C-PBL" Teaching Method In High School Chemistry Teaching

Under the atmosphere of the new curriculum reform have developed deeply and achieved initial results, new problems in basic education are highlighting gradually,its focus on the embarrassment of the less class,the harder task and the phenomenon of "Wear new shoes, beaten track" in the method of teaching. So,to find and build a more effective teaching method to improve the classroom efficiency, achieve the three-dimensional target of the new curriculum reform better and promote the all-round development of students is of vital significance.In this paper, based on high school chemistry content and characteristics of students, we are trying to build a C-PBL teaching method (namely,the Problem-based learning under the form of cooperation) that is suitable for the high school chemistry teaching Through combining the Problem-Based Learning and the Cooperative Learning method,that is:Setting learning goals--Showing the problem situation--Personal independent thinking--Solving the problems by cooperation--Showing the results of cooperation--Evaluation and summary.Through the teaching practice,this paper have studied the effect of C-PBL teaching method to promote students’ chemistry knowledge acquisition, also,we have found that the C-PBL teaching method is conducive to promoting students’chemistry learning interest, improving their cooperate skills and the ability to analyze and solve problems.This thesis is divided into four parts:The first part is the introduction.The background of this research has been studied, the main contents and methods of this study has been illustrated and he theoretical and practical significance of this study has been discussed on the basis of the relevant literature review.The second part is the theory building of the C-PBL teaching method.The theoretical basis, the basic elements and features of the Problem-Based Learning and the Cooperative Learning method has been discussed respectively,also, their respective advantages and disadvantages has been summarized.The C-PBL teaching method has been built in theory by putting these two methods together in order to complement each other’s advantages organically, considering the characteristics of high school chemistry course and the physical and mental characteristics of high school students.The third part is the experimental study of the C-PBL teaching method in the high school chemistry teaching.The contrast method of two classes has been used, the C-PBL teaching method has been used in the experimental class and the conventional teaching method has been used in the comparative class.The effect of the C-PBL teaching method to promote students’ chemistry knowledge acquisition has been evaluated by By the way of paper and pencil tests,and the Change of students’ interest in chemistry learning,their cooperate skills and the ability to analyze and solve problems has been understood by the way of interview.The fourth part is the research conclusion and reflection.The results show that the C-PBL teaching method can promote students’ chemistry knowledge acquisition, improve students’ chemistry learning interest, cultivate the team cooperation ability, promote the development of the ability to analyze and solve problems.