Practical Research On Problem-based Learning (PBL) In High Schools’ Chemistry Teaching

Problem-based learning(PBL)is a good way to develop students’ multiaspects abilities.The PBL teaching mode emphasizes exploring the problem in a real situation and gradually solving the problem.The PBL teaching model focuses on group cooperactive learning and improves students’ comprehensive ability by asking questions,analyzing problems,group learning,and sharing results.PBL’s unique teaching method is highly applicable to some of the chemistry subjects.Therefore,the author conducts a practical study on the PBL teaching mode in high school chemistry.Based on the study of middle school teaching practice,this thesis takes literature research method,experimental research method,case analysis method,questionnaire survey method,statistical analysis method and interview method as the main research methods.The definition of the related concepts of PBL teaching mode is analyzed,and the research status of PBL teaching mode at home and abroad is analyzed.This paper discusses the theoretical basis of the application of PBL teaching mode to middle schools,including humanistic theory,constructivist theory and information processing theory.The research aimed at the PBL practice in the second chapter of the compulsory part 1(Ion Reaction and Redox Reaction),Chapter 3 and Chapter 4 of the PEP,"Ion Reaction and Its Occurrence Conditions","Alumina and Aluminum Oxidation "","Silica and Silicic Acid","Review of Important Compounds of Iron" as an example to illustrate the application of PBL teaching mode in different chemistry teaching content and course types.The questionnaires were used to test the students’ problem-solving ability,questioning ability and cooperation consciousness.The chemistry scores of the experimental class and the control class were compared,and the applicability of the PBL teaching mode to the high school chemistry-related teaching content was comprehensively analyzed.The results show that the post-test analysis of students’ performance by spss software,showing that the PBL teaching mode can significantly improve students’ chemistry scores.Through the analysis of questionnaire data,the PBL teaching mode is used to help people improve their solvingability,questioning ability and cooperation consciousness of high school students.There is a significant improvement;the PBL teaching model is not only applicable to the new teaching of factual knowledge,but also has certain applicability to theoretical knowledge and review classes.The problems encountered in this study mainly come from teachers,students and schools.In response to the existing problems,the author puts forward relevant countermeasures,including updating the teacher education concept,changing students’ learning concepts,and optimizing the allocation of educational resources.The shortcoming of this research is that the sample size is small,and only the teaching practice is carried out in the higher class.In the future,the author will carry out PBL Teaching practice in other grades of high school and different levels to further study the application of PBL teaching mode in high school chemistry.