A Practical Study Of Developing Students' Question Consciousness In Chemical Teaching Of First Grade Of Senior High School

New curriculum standard clearly puts forward that senior's classroom teaching should focus on the future development of students in the first place and highlight the innovative spirit and practical ability.So it's important to research students' awareness of the problem,which should attract the majority of teachers to give enough attention and consideration.Questions and thinking are closely related,the problem is not only the starting point of thinking,but also the power of thinking.Problem consciousness not only reflects the thinking of independence and creativity,but also reflects the flexibility of individual thinking and flexibility.In the process of student learning activities,the existence of problem consciousness will have an active influence and the initiation to explore the psychological state of consciousness;on the contrary,it is opposite and bad for the future development of students.Consequently,doing research on awareness of the problem has a profound theoretical and practical significance.At present,in terms of students' awareness of the problem of research,education researchers have made a number of valuable development strategies such as constructing such a good atmosphere issues,strengthening the exchange of teachers and students,setting the problem situation and so on.However,these strategies often are strongly theoretical,for which the teaching module has limitations.Therefore,combined with the my own teaching practice and the actual situation of students,I do some research in the development of awareness of the problem,which is mostly aimed at chemistry curriculum and practicality for senior one of high school students.Purpose of the research is to cultivate students' good awareness of problems through case studies and designs and promote the future development of student life,as well as provide reference and reference to teachers at a high chemistry classroom teaching strategies.Firstly,through looking for making inquires about refer ences and relative information,this paper investigates the problem of consciousness and does research in the status of high school students.Then,followed by interviews with students and teachers,it identifies students' awareness of the problem of weak performance and analyzes the impact of a high awareness of the problem of students weak reasons.Aimed at the high school students' awareness of the problem of weak reasons and my own actual teaching practices,I put forward several teaching strategies about the training of high school students awareness of the problem.First,create a good atmosphere for teaching,so that students dare to ask questions;second,careful creation of problem situations to stimulate students' awareness of the problem;third,curing student awareness of the problem,so that students become accustomed to questioning.Then the paper looks on these teaching strategies as a guide,extracts entrance examination scores by placement of a parallel class(1)for the experimental class and a class(2)as the control class.In addition,it uses three teaching case designed for representatives and does an experiment in teaching practice about the two classes for eight months.Finally,the number of students asking questions in class statistics,the number of students asking questions in class statistics tutorials,and on the final exam using Z value of the test method are combined to analyze and evaluate comprehensively the effect of culture teaching students' awareness of the problem.Results of practical study show that: the number of experimental class issues raised significantly excess the control class,the number of problems of per capital are significantly higher than the control class,raised issues quality is also better than the control class;there appears a very significant difference between the two classes of the final grade: experimental class chemical score is higher 7.91 points than the control class;Z=3.88>Z?=1.96(?=0.05),which are significant differences.As is described above,several teaching strategies raised awareness of the problem are effective.Therefore,in the actual classroom teaching,teachers are supposed to consciously design problem situation,develop students' awareness of the problem,and guide students to learn to doubt and then ask questions,analyze and solve problems.However,due to the effect of students' basic knowledge of the culture differences,personality differences and the differences in the various stages of cognitive characteristics,the result of the development of awareness of the problem has also a significant variation,,which remains to be further studied in the future.