The Study On The Present Application Of Question Situation To The Chemistry Concept Teaching In High School

The learning content of current middle school chemistry can be classified as chemical concept,chemical theory, knowledge of chemical experiment, organic chemistry, chemistry calculation, etc. So chemical concepts plays indispensable important role in middle school.Chemistry learning and mastering chemistry concept is the foundation of learning other chemistry knowledge.Mastering concept can provide different way for acquiring knowledge and it can lay the foundation for the ability formation. However, chemistry concept teaching has always focus on instilling the concept while it ignores it’s application in a specific situation.That partly caused the students lack of flexibility when they use conceptual knowledge.Problem situation of chemistry concept teaching can stimulate students’ learning motivation and develop the students’interest in learning,promote the students’ mastery of conceptual knowledge.In this artical,I sort the existing research on problem situation teaching and conceptual teaching results and data, analyze the research status, expound the necessity and significance of this study.We use literature analysis, questionnaire and interview method.After understanding the concept of middle school chemistry teaching in the present situation of the application of question situation, based on the current education theory,we try to analysis existing problems, and put forward coping methods.There are 5 parts of this research:The first part is the introduction which mainly includes the background and significance of the research, through access to existing literature data,analysis the domestic and foreign research development status,the research contents and the research methods.The second part is literature review, and provide theoretical support for this research.First of all, defining problem situation and concepts in the study of teaching involved in this study, secondly introduces the theory basis of problem situation creation and the common concept of middle school.The second part is the theoretical basis and common chemistry concept teaching strategy and process, first of all, defining problem situation and concepts in the study of teaching involved in this study, then briefly expounds the theory basis of problem situation creation and introduce the concept teaching strategy and the process and principle, meaning, etc.The third part is mainly about the application of problem situation in the middle school chemistry concept teaching, including chemistry concept teaching strategy and process, then expounds the theory basis of problem situation creation and introduce the concept teaching strategy and the process and principle etc.The fourth part is main body of the article, mainly through take questionnaire survey and interviews on middle school students and their teachers.After data statistics and analysis, understand the application status of the problem situation in middle school chemistry concept teaching, draw relevant conclusions.The fifth part is the suggestions to deal with problem.Based on the basis of the investigation status quo of the study, combined with the theoretical basis, try to put forward rational suggestions of teaching.The sixth part is the reflection and prospect. Reflecting the insufficient in the process of this research, and prospecting for further research.Trying to research on the application of problem situation in chemistry concept teaching current situation, in order to optimize the middle school chemistry concept teaching, and provide reference for middle school chemistry teaching.