The Status Survey And Implementation Strategies Of Open Questions In Chemistry Experiment In Middle School

In chemistry pedagogy teaching, the solving process of open-ended questions in chemistry experiment usually contains a lot of exploring composition, which provides rich materials for science inquiry and plays a unique role in the cultivation of the presumption ability and divergent thinking of the students. Therefore the using of the open-ended questions in chemical experiment teaching to promote students’ learning has significant meaning. This research starts from two aspects named theoretical study and empirical study. Theoretical study helps sort out the theoretical basis which can help chemical experiment open-ended questions be used into the practical teaching. For the definition of open-ended questions has not been reached so far, we come to some conclusions through the analysis of the obtained achievement. In this study, open-ended questions are described as the questions that are ill-structured but allow students to give various of personality solutions. Open-ended questions in the chemistry experiment naturally exist which have many characteristics including presenting the contextualized, conclusion diversification, solving of exploring, solving with the divergent thinking. According to the solving process, chemical experiment open-ended questions can be divided into the following aspects, the experimental conclusion open-ended, the experimental procedure open-ended, the experimental facility open-ended, the experimental scheme open-ended and open-ended inquiry. This study discusses the technical methods of chemical experiment open-ended questions entering the teaching from the design, evaluation and other aspects,put forward the principles of design, combining of 3d object, openness consistent with students’ cognitive level, unifies of the scientific, innovative and practical, comprehensive combined with hierarchy, consolidation combined with development. At last, starting from the new curriculum concept, this research analyzes the reasonable attempt of the chemical experiment open-ended question applying into teaching, which mainly including the following aspects: Create open atmosphere, Create open situation, Set up open activities, Grasp the good teaching approach. Empirical studies provide the reality basis for open-ended teaching. According to the survey, although open-ended questions entering the classroom are very popular, it is difficult for teachers to give full play to the education value in the teaching. The main reason are as follows:Error reading teaching effectiveness, Incompetent in open-ended teaching, The one-sided pursuit of test scores, The pressure from school and parents. The implementation of the open-ended teaching and the implementation of new curriculum reform have essentially consistency, so teachers should actively explore ways of open-ended teaching. This study proposes the following teaching strategies for implementing the open-ended questions in class better:Encourage potential solutions, Promote team depth discuss, Implement objective and effective evaluation, Pay attention to the optimization based on the evaluation.