Research On Application Of Problem-based Teaching Of Chemistry In Junior Middle School Based On Problem Continuum

At present,one of the purposes of education in various countries around the world is to enable students to form correct scientific values through learning subject knowledge and gradually acquire the ability to solve practical problems in life.At present,there are many teaching methods in classroom teaching,such as "problem guidance method".As far as the new curriculum reform is concerned,there are still many problems in the actual classroom.The innovative use object of "problem guidance method" is "problem continuum".It pioneered the use of administrative levels clear,a series of problems of the structural to prompt students to trivial knowledge or separate problems such as study into a concept of the integrity of the comprehension of knowledge,study and construction co.,LTD.The learning process,this is to facilitate efficient and orderly classroom instruction an important "tool".This paper tries to apply the problem continuum theory to junior high school chemistry teaching,and analyzes and demonstrates the effectiveness of the theory through personal teaching practice.First of all,after careful review and analysis of relevant literature,this study carried out a literature review on the problem continuum,and concluded that it is of great significance to apply it to junior high school chemistry teaching,which can expand students' thinking,gradually improve students' cognition,and help students learn to transform from the unknown to the known,and build their own knowledge system.In the second part,it explains and distinguishes the meanings and relations of the concepts of "problem","continuum" and "problem teaching" involved in this paper,and expounds the theoretical basis of "constructivism-objectivism" and "multiple intelligence theory",so as to seek theoretical support for this paper.After the investigation and analysis of the current situation of question-based chemistry teaching in junior high schools in alxa region,five types of problem design ideas were proposed according to the problem continuum theory,and two types of teaching examples of conceptual principles and experimental inquiry were compiled,which were applied to the teaching practice of junior high school chemistry.The practical object of this study is two classes of the same level in the practice school,one class is taught by the author,and the other class is taught by the new teacher.Through "solution" interview and examination results,the teaching effect of applying this theory was analyzed and evaluated from qualitative and quantitative aspects.The results show that the application of the problem continuum theory in the practical teaching of junior three chemistry can stimulate themultiple potentials of teachers and students,cultivate students' problem-solving ability and innovative thinking,standardize teachers' teaching design and improve their professional quality.