PBL Teaching Mode To Cultivate Students' Problem Consciousness In High School Chemistry Teaching

To meet the arrival of era of knowledge and economy,deal with the increasingly fierce international competition,and improving the quality of countrymen in an all-round way,The Central Committee of the Communist Party of China made important decisions on reforming the basic education curriculum.The focus of educational reforms has gradually shifted from knowledge to capability since the first round of curriculum reform in 2001.Educational experts and middle school teachers are also committed to creating a teaching mode to develop students' personality.Problem consciousness is one of the key points of personality cultivation.However,due to the limitations of teachers' traditional concepts,knowledge acquisition is still the focus of chemistry teaching in most middle schools.It's hard to develop student's problem consciousness.This leads to many students thinking that learning is just for exams and seriously ignoring the importance of connecting theory and practice.Therefore,we selected the PEP Organic Chemistry Foundation which is more regular and functional as medium of instruction,and put forward the PBL teaching model aiming at cultivating students' problem consciousness.To test the validity of the model,we put it into teaching practice.On the basis of arranging and analyzing the research of PBL teaching mode and PEP Organic Chemistry Foundation at home and abroad.This study presented the purpose,significance,content and main methods of research,and determined the main direction of the study.Guided by the constructivism theory,situational learning theory and cooperative learning theory,we conclude the common PBL teaching mode through analysis of the existing typical PBL teaching cases.Then,combined with the current situation of PBL teaching and students' interests in chemistry learning,we put forward the PBL teaching mode which is aiming at students' problem consciousness development.It mainly includes the following step:(1)The statistics of preview problems;(2)The creation of the problem situation;(3)The solution of the driving problem;(4)The communication and evaluation between teacher and students.On this basis,we analysis the content of PEP Organic Chemistry Foundation and put forward the corresponding PBL teaching suggestions.At the same time,we construct the use strategy of this model which contains the following points:(1)Considering the "three factors"---curriculum factors,interest factors and problem situations;(2)Skillfully constructing the "double framework"---situational framework and time framework.(3)running through the "KWL thinking"---known,what and learned.In order to test the feasibility of the model and the effectiveness of the strategies,we selected Class 173 and Class 175 in Foreign language middle school of Xinzhou Normal College,Shanxi as research objects to carry out the teaching practice for a semester.In the process of research,we adopted such methods like interview,questionnaire investigation,observation and so on,to investigate and analyze students' problem consciousness,learning methods and attitudes of organic chemistry.Combine with the comparison of students' scores before and after the experiment,we draw a preliminary conclusion that the PBL teaching mode in this study can promote students' organic chemistry learning and improve their problems consciousness.Although some achievements have been achieved,there are still some deficiencies in this study as a result of the lack of research samples,limitations of time and researcher's ability.Therefore,the proposed strategies and experimental results need to be validated and consummated from now on.