The Application Of Problem Derived Teaching Method In Junior Middle School Chemistry Teaching

Einstein,the greatest scientist of the 20 th century,once said,“It is more important to put forward a question than to solve a problem”.This opinion really works in education and teaching.For the chemistry teaching in junior middle schools,in order to make students take the initiative to study,teachers must take advantage of the “problems” to suppose the “source problems” in the classroom.Besides,according to the actual situation of the classroom,on the basis of the “source problems”,it assumes the “derived problems” so as to fully arouse the enthusiasm of students,so that students will have the strong desire for knowledge.That is the “derived problems-based teaching method”,which plays an important role in enhancing students' abilities of thinking,comprehension and expression.The “derived problems-based teaching method” should first strengthen the teachers' “consciousness of problems”,but the current basic education aims at delivering knowledge,which does not meet the requirements for cultivating talents by the New Curriculum Standard,and also has directs impact on the actual teaching effect.Therefore,in 2003,when Qingdao launched the new curriculum reform,the “derived problems-based teaching method” also came into being.Through more than 10 years of exploration and research on the chemistry teaching of junior middle schools,it has broken the original traditional teaching model,and established the active,positive and open teaching model,as well as proved the teaching effect of “derived problems-based teaching method”.In the long-term practice,Qingdao organized chemistry teachers to carry out theoretical study and practice as well as innovation,through which the essence of “derived problems-based teaching method” was also found.Based on the requirements of teaching effect and the New Curriculum Standard,the thesis carries out the research on the derived problems-based teaching method from the aspects of theoretical research and practice research,and puts forward the application strategies for the derived problems-based teaching method.It also shows the case study about the application of derived problems-based teaching method in the chemistry teaching of junior middle schools.In the practice research,through adopting the derived problems-based teaching method and the traditional teaching method to form different structures for the same lesson,it shows the advantages of the derived problems-based teaching method in the chemistry teaching in junior middle schools.In addition,the thesis puts forward methods for optimization according to the questionnaire and interview.In order to make the research more objective,the thesis also analyzes the achievements on the basis of the difference in performance after the different structures for the same lesson.Moreover,it also analyzes the achievements of the two general classes in the practice for a semester,to further proves the feasibility of the application strategies proposed in the thesis.It is hoped that the research results can provide some new reference for the derived problems-based teaching method so that students will actively participate in the exploration of “problems” as well as exercise their abilities of induction and reasoning in the classroom,so as to improve the effect of chemistry teaching in junior middle schools.