Teaching Practice Research Of "Question Guidance-Cooperative Inquiry" Teaching Mode In Chemical Reaction Principle Module

The inspiration of the research in this paper derives from the reflection on the current teaching situation of the high school "principles of chemical reaction" module and the thought about the traditional chemistry teaching mode.The knowledge of chemical reaction principle is logical,while the content is abstract.The examination method of college entrance examination is flexible,which has certain requirements for students' thinking logicality and problem solving ability.With the advancement of curriculum reform,the traditional classroom teaching method cannot meet the requirements of the students' development.And the reform of new chemistry classroom teaching mode is particularly important.Combined with teaching practice and cooperative inquiry teaching,this paper puts forward the teaching mode of "question guidance-cooperative inquiry",and carries out practical research in the teaching of chemical reaction principle.This paper summarizes the research status of chemical reaction principle module teaching and cooperative inquiry teaching at home and abroad,and clarifies the purpose and significance of the research.Through reading a large number of theoretical books and papers to define the relevant concepts,it lays the theoretical foundation of research.The research methods of this paper include literature survey,case study,questionnaire survey,pen and paper test,students interview and teachers interview.The paper helps us to understand the status of chemistry learning of senior two students through the questionnaire survey.It aims to understand the teaching status of teachers through the interview,which provides the basis for the follow-up research.This paper uses autonomous learning mode for reference,combining with the characteristics of the chemical reaction principle knowledge and integrating into the chemistry discipline characteristic.It forms the basic operation process of constructing the "question guidance-cooperation inquiry" teaching mode,self study relying on guidance learning,cooperative learning,concluding knowledge construction,migrating,applying,consolidating and upgrading.This model is applied in the new course teaching of chemical reaction principles,and the following teaching strategies are proposed: First,carefully design "question group" and create the question situation;Second,deeply explore chart information in the textbook to train students' information acquiring and processing ability;Third,give full play to the experimental function as a carrier of inquiry to improve logical reasoning ability;Fourth,build up knowledge system in both macro and micro ways;Fifth,make full use of the guidance learning paper,combining self-study and mutual learning;Sixth,deploy cooperation groups to achieve optimal configuration.Through a series of efforts,the author concluded the feasibility and operability of the model,including the comparison of the elite classes and the normal classes in the process of practice teaching experiments,elaborate design of teaching plan and guidance learning paper matching the "question guidance-cooperation inquiry" teaching mode,and carried it out in the elite class.Paper and pencil test,student interviews and observation of the students from the angle of quantitative and qualitative experiment data collection and analysis have been used as well.The results of the research indicate that the application of the teaching mode of "question guidance-cooperative inquiry" can improve students' chemistry scores,change students' learning attitude towards chemistry,improve students' participation in class,develop students' language expression ability and optimize their problem-solving thinking.However,due to the short practice cycle and small research samples,this paper only applies the constructed new model to the new course teaching of chemical reaction principles.The application of this model in different class types(such as concept class,recitation class and recitation class)and the application and promotion of this model in other modules teaching still need follow-up research.