Design Research And Practice Of Problem Chain In High School Chemistry Classroom Teaching

Asking questions in chemistry class is the main way of the combination of thought and collision of knowledge between teachers and students.The new curriculum standard points out that "questions" are not only the starting point of students' learning,but also important means to change their learning methods and increase their effectiveness.Leading the teaching with questions in high school chemistry teaching often appear conditions,for example,the question is scattered and not systematic,and the quality of the questions is uneven situation.So the design of the question chains has become an important issue of the study.In this paper,the research method of combining quantity and quality was applied to aim at the situation of teacher's questions about the new teaching and exercise class in the open class and the daily class teaching,and then carried on the educational observation and analysis.Based on the literature research and the practice research,the author put forward the strategies for design about the question chains of senior high chemistry teaching.And the author designed the question chains from four aspects:preparation before class,design the core question chain,default the generation sub question chain,summarize and reflect after the class.After three rounds of teaching action research: practice,summary and reflection,the author had improved the strategy and process of the teaching design about question chains,concluded that the design of question chains should not only pay attention to the chemical fundamental knowledge but also reflect the way of chemical thinking.Teachers should grasp the sub question chain flexibly,do enough for the default about the chemical change type of practice,and for the open questions only need to set the main guide direction to make its feasibility and maneuverability be stronger.After the teaching practice,the author proved that the strategy and process of the design about the question chains in senior high chemistry class which was put forward by the author was feasible.The full integration of the question chains and instructional design could increase the interactive link between teachers and students,make students as the main part of the classroom,and make teachers fully listen to the ideas of students.The proposed questions fully considered the students' cognitive development level,which greatly improves the students' interest in chemistry learning,and increases the students' enthusiasm and participation.Breaking through the key points and difficult points by using the question chains gave students enough thinking space and waiting time.At the same time,teachers should also have the ability to produce effective questions timely according to the students' answers,so that students could merge the new and old knowledge organically,and it could enhance the students' consciousness of questions.Teaching by using the question chains could make students learn to discover problems,analyze problems,solve problems,summarize and reflect by themselves and apply it to similar problems.