Theoretical And Practical Research On Primitive Problems Driving Chemistry Classroom Teaching

Considering the phenomenon of "over-situated","superficial liveliness" and,"low level questioning" in the classroom,starting with classroom questioning,this paper attempts to explore the classroom teaching driven by the primitive problem of highlighting the nature of the subject and paying attention to students' cognition.Primitive problem-driven chemistry classroom teaching refers to the abstraction of knowledge,methods of thought and conceptual content that lays a foundation for students' lifelong development,and has a high degree of dominance.It designs the most essential problems reflecting a learning theme to drive the classroom,and pays attention to the key problems reflecting the essence of chemistry raised by students in the classroom,so that the chemistry classroom can touch upon them.Subject essence,a kind of teaching process that goes deep into students' mind.This paper transfers the teaching idea of the primitive problem of mathematics to chemistry.Combining with the characteristics of chemistry and chemistry teaching in middle school,it puts forward the theory of primitive problem driving chemistry classroom teaching,and puts it into practice,and draws inspiration.The first three chapters are the preparation part of the research,and the last three chapters are the main part.Chapter 1 clarifies the background,purpose,content,ideas and methods of the research;Chapter 2 combs related concepts and theories;Chapter3 summarizes the primitive problem-driven classroom teaching concept from the research process and current situation.Chapter 4 explores the connotation and types of primitive problems in chemistry classroom teaching.Based on the understanding of chemistry subjects and the connotation of primitive problems,the types of primitive problems are sorted and their connotations are expounded in turn.Chapter 5,through classroom observation and analysis of high-quality lessons,systematically codes the problems in high-quality lessons from two aspects: the content of the problems and the source of the problems,and chooses four angles to carry out systematic analysis to study the teaching status of the original problems in high-quality lesson chemistry classroom teaching.From this,we can draw inspiration,put forward the design strategy of primitive problem in chemistry classroom teaching,construct the design model of primitive problem-driven chemistry classroomteaching-five design principles and six design steps.Finally,taking the "chemical bond" as an example,according to the above strategies,principles and steps,the primitive problem in the "chemical bond" classroom teaching is designed.Chapter 6 is the teaching design and practice part.Taking the "chemical bond" as an example to carry out the teaching design of the primitive problem-driven chemistry classroom teaching,and putting the teaching design into practice.Through sorting out teaching records and inviting experts to comment,it draws the teaching practice enlightenment,including the enlightenment to teaching,the cultivation of discipline core literacy,and the Enlightenment to teachers' professional development.Based on the previous literature research,the mid-term classroom analysis and theoretical construction,and the later practical research,the following conclusions are drawn:(1)The primitive problem in chemistry classroom teaching not only explores the essence of knowledge,but also explores the ideas,methods and concepts accompany with knowledge;(2)Excellent teachers in different quality classes have different understandings of subjects,and the teaching effects of classroom questioning is also different.The more reasonable the presentation and distribution of primitive problems is,the better the teaching effect is;(3)Teaching design based on the problem-driven chemistry classroom teaching design model can better drive the classroom activities;(4)The primitive problem-driven teaching mode of chemistry classroom teaching can effectively achieve the essential goal of knowledge,help students understand knowledge,improve their quality,and help teachers' professional development.