The Practice Research Of Improving The Students' Question-ask Ability In The High School Teaching Of Chemistry

Influenced by traditional teaching concept,teachers' consciousness of guiding students asking question is relatively weak.Most of them are lack of awareness of building knowledge through finding and asking question spontaneously,which makes them provide less opportunity for the students to ask questions in the class.Meanwhile,students are in an examination-oriented environment for a long time as well as under the authority of the teachers and textbooks,which make students be fear of asking questions,it makes students be lack of problem consciousness;and their minds are easy to be led by it,and they have strong belief to any conclusion.However,problem is the beginning of approaching knowledge,the motive force of developing thinking and the source of inventing and creating.In the book of chemistry curriculum standard for high school proposed to cultivate students' ability to ask questions.From questioning to solving,students learn to study in the process.Thus,developing students' question-asking ability has become a top priority in the current education.This study lays emphasis on exploring how to improve the ability of students'questioning as well as solving the problem of weak consciousness of students'questioning and low quality question-asking in the class.Through the analysis of the investigation about the present situation of high school students to ask questions ability,with interviews to the chemistry teachers,here come the reasons why students don't dare to ask questions,don't know how to ask questions and have no questions.On this basis,combining with my chemistry classroom teaching practice,I would like to implement the following training strategies in three stages:1)Excitation phase:by establishing the classroom atmosphere of equality and democracy,eliminate worries of students,clarify the importance of questioning,and make the students want and dare to ask.2)Optimizing phase:start with fostering students' interest by creating question situation,and make students have questions to ask.On this basis,I will teach students the way of asking.3)Elevating stage:make a question book,encourage students to show before class and design their own activities.It makes students enjoy asking questions and develops the habit of questioning.We took ammonia as an example to test students after one year teaching practice.In the experimental class,I use the teaching model of "inspiring discussion-finding problems-discussing problems-building new knowledge",while in the comparative class,I use the traditional teaching methods.The test result shows that the experimental class's grade is better than the comparative class's.Furthermore,classroom atmosphere in experimental class is significantly more active,students in this class has higher sensitivity about finding and asking productive questions than those in comparative ones.It demonstrates that new teaching practice effectively improvethe students' ability to ask a questionIn view of the above problems,this study put forward suggestions as below.First is to change the concept of teachers and students,pay attention to students' inner change and attach more importance to the process of learning;Second is to develop good study habits,train students' thinking ability continuously in the learning process and cultivate their question-asking ability.Moreover,the teacher must have enough problem consciousness to create opportunities for students to ask questions and answer students' questions timely.Last but not least,to arrange various forms of homework and take multiple evaluation methods,protecting students' question-asking enthusiasm in every way.I truly hoped that this teaching practice research is a useful reference for other front-line teachers.