Practice Research Based On Question-driven Teaching To Cultivate Student's Problematic Consciousness

Core ideology of new curriculum reform is to center on student's development,the precondition of which is to improve their consciousness awakening and subject's ability.Thus in routine teaching,teachers should set student as the subject and try to get students into the learning process for correct problem-solving under the guidance of teacher.But the first step of correct problem-solving is to propose a question.Thus training student's ability to propose question is also the first step for teachers to do well in new curriculum reform.Regarding chemistry,as a subject based on experiment,teachers need to use the subject characteristics from multiple perspectives,elements,and stages to stimulate students' problematic awareness so as to improve their questioning proficiency.Forty five minutes in the class can be the most important time in the teaching stage.It requires teachers to stimulate problematic consciousness within a limited time,which can hardly achieved by traditional teaching modes.Based on constructivism teaching theory,this article has used the research experience of problem-driven teaching on different subjects,according to middle school student's psychological characteristics and middle school chemistry knowledge system,to construct teaching scenario with question-driven teaching for the purpose of stimulating student's problematic consciousness.Therefore,this article has established the research subject based on question-driven teaching to cultivate student's problematic consciousness,and made in-depth empirical studies.Main contents of this research: 1.Question proposing.The research has stated the background,and significance of research subject,and research methods and plan;2.Literature review and theoretical research.The research has systematically elaborated the research condition of question-driven teaching and student's problematic consciousness so as to lay foundation for the practice researches based on question-driven teaching to cultivate student's problematic consciousness;3.Empirical study.The research has made systematic design of practice object,contents,and evaluation methods.It has taken research pre-test by means of questionnaire survey and analyzed the implementation contents,implementation results,and academic records in the post-test by means of questionnaire survey and interview.The author finally drew the conclusion after comparison by combining the pre-test and post-test results.This research mainly applied documentary method,questionnaire survey method,empirical approach,and interview method to carry out researches on question-driven teaching to cultivate student's problematic consciousness.The author tried to carry out the teaching practice on PEP edition chemistry required course 1 by using question-driven teaching in the internship school Guizhou Normal University Affiliated High School.The practice research showed that question-driven teaching can effectively stimulate student's problematic consciousness and improve student's interest of learning chemistry for the purpose of improving academic performance.