Research And Practice Of Problem Chain Teaching Design Based On Task Analysis

The enrollment expansion of ordinary high schools and the development of multiple teaching modes prompt teachers to think about how to transform students' learning methods and improve students' learning initiative.Curriculum standards promote the use of “problems” to transform students' learning methods,arouse students' thinking and improve students' learning Initiative.However,the quality of the questions raised by the first-line chemistry teachers is not high.The problems are scattered,unsystematic,and unrelated,and fail to achieve the purpose of cultivating students' thinking and ability,improving classroom teaching efficiency and teachers' professional level.Task analysis is a necessary condition for excellent instructional design,and has the role of providing psychological basis for teachers' teaching and students' learning.Therefore,this research focuses on the design of the high school chemistry problem chain,and uses task analysis to provide guidance for the design of problem chain teaching.It aims to cultivate students' thinking and abilities and improve the efficiency of classroom teaching and teachers' professional standards.By referring to the literature,we can see that some scholars have studied the basic theory of the problem chain,but the teaching design and practical research on the problem chain are relatively lacking.Therefore,this study researches and practices the problem chain teaching design based on task analysis.The work is divided into the following points:First,put forward research topics.First,the background of the research is introduced from the three aspects of the requirements of the curriculum standards,the teaching status quo and the needs of teachers' professional development.Then,the domestic and foreign literature is reviewed from the two aspects of problem chain teaching and task analysis,and the research direction is proposed.Finally,it briefly introduces the significance of research,design ideas and methods.Second,the connotation of task analysis and problem chain was identified,and the two theoretical supports of problem chain design were introduced The recent development zone theory and constructivist learning theory have been inspired by the design problem chain.Third,on the basis of induction and analysis of the principle and type of the problem chain,a task chain teaching model is designed by combining task analysis,and the process of problem chain teaching design based on task analysis is obtained.Fourth,the task-based problem-chain teaching design of the three teaching contents of the high school chemistry compulsory one of the People's Education Edition,and the teaching practice in the high school(2)class of a middle school in Nanning City and the teaching reflection after the teaching practice.Fifth,collect data through questionnaire surveys and tests,organize and analyze the obtained data,and test the effect of question chain teaching.Sixth,summarize this study and look forward to the direction of future efforts.Studies have shown that the application of task-based problem-chain instructional design in chemistry classrooms can not only arouse students' interest in learning chemistry,increase learning motivation and chemistry achievements,and transform passive learning into active participation,so as to achieve the purpose of cultivating students' thinking and abilities.It can also help teachers achieve their teaching goals and improve the efficiency of classroom teaching.Problem-chain teaching based on task analysis has a positive effect on teachers' teaching and students' learning.The developed cases provide useful reference and reference for first-line chemistry teachers to design problem chains and carry out problem chain teaching.