Research On The Application Of Problem Situation Teaching Model In Middle School Chemistry Classroom

With the continuous expansion of knowledge and the development of science and technology, schools can no longer provide students with all the lifetime skills. Therefore,school professors must change the traditional method and content, renew education idea,teaching students how to use self-study skills. As early as 2001, the ministry of education has put forward the foundation education course reform to establish a new target of talent cultivation, Elementary education reform is imperative. Therefore, the education workers need to try many different new teaching modes. Problem situation teaching model stands out, having shortened the distance between life, production and chemistry, and cultivated the ability of students to the overall development.Based on the research by experts and scholars of the teaching mode creating principles and ways, through the personal practice to understand implementation of the teaching model in chemistry classroom, including:the difficulties and doubt encountered in the process by teachers, and understanding students responses to the teaching method, I put forward feasible advice for the vast number of educators.On the basis of previous research on the question situation teaching, the author use Rogers’ Humanism learning theory and constructivism as the theory base, aiming to cultivate the comprehensive ability, take the issue of situation teaching model as a means,carry on the teaching practice research.Practice shows that in the practice of chemistry teaching in senior high school, the appropriate application of the problem situation is obvious to the teachers and students.However, to use the teaching mode, we need to carry out special training for teachers so as to improve the teaching ability and overall quality of the teachers.High quality problem situation can arouse students’ interest in chemistry learning and activate theclassroom, which can not only stimulate students’ thinking, but also cultivate students’ consciousness of problem effectively.Under the situation of effective learning, students can begin to practice ability and the brain thinking habit of exercise, finally realizing the talents of comprehensive training.This paper consists of six parts.The first chapter: The introduction part. Mainly describes the background of the topic, the existing problems, the purpose and significance of the study.The second Chapter : Literature review section. It interprets the key concepts of subject respectively from the "problem" context "in" the perspective of "problem situation" to identify the concept; classifies the problem situation and set way,summarizes research status at home and abroad, and clears this topic research purpose and meaningThe third chapter: Research theoretical basis. It Includes Rodgers’ s humanistic learning theory and constructivism in the structure of the problem of learning. Through the support of these two theories, it clarifies the problem situation teaching mode and the necessity of the study.The fourth chapter: Practice research. According to different objects respectively, by the way of interview and questionnaire research, this topic selects the part of the content of the interview with the teacher, the student’s questionnaire analysis, and draws the conclusion.The fifth Chapter : The typical teaching case. The author support this project using five cases selected in teaching practice experience to support this project. They are in the course of the creation of the situation, through the whole course of the news situation, the use of the experimental creation of context, under the guidance of the situation and other ways to create the situation, in order to support the subject.The sixth Chapter: The research conclusion and reflection.It is the Summary of the research results, and draws the conclusion. Through the creation of problem situation teaching method, research on the help to students’ learning, the effects to teacher’steaching and explain the doubts the teacher encounter in the course of creating question situation. Conduct Self reflection, and find out the research objective conditions and subsequent need to continue efforts to complete the research content.