Application Of Problem Contextualization In High School Chemistry Teaching

In the context of the current education reform,the concept of education has shifted from simply imparting knowledge in the past to the cultivating students' core qualities such as inquiry,reasoning and innovation.According to the characteristics of chemistry,the key for students to form and develop the core quality of chemistry is to cultivate students' ability to analyze and solve problems related to chemistry.The new curriculum standard also emphasizes the importance of problem situation for students to cultivate and develop the core literacy of chemistry.It can be seen that the creation of problem situation in teaching conforms to the basic idea of the new curriculum reform and the application of problem situation creation in senior high school chemistry teaching is conducive to stimulating students' interest in chemistry learning,improving the teaching effect of senior high school chemistry and promoting the development of students' core quality of chemistry discipline.As a teaching mode,the key to success lies in the creation and application of problem situations.Aiming at the creation and application of problem contextualization,this thesis studies the application of problem contextualization in senior high school chemistry teaching,taking students of NO.2 high school in Yueyang County as the research object.The research content is composed of the following six parts.The first part puts forward the research design,on the basis of summarizing the research significance and the current situation of domestic and foreign problem situation research;the second part studies the theoretical core of the contextualization of senior high school chemistry problems,including the concept of situation,the concept of problem situation,etc;the third part investigates the current situation of situational application of problems in Yueyang second middle school;the fourth part studies the principles,strategies and implementation of problem situational creation in high school chemistry teaching;the fifth part is the case of problem situational creation in senior high school chemistry teaching;the sixth part,analyzes and processes the data through SPSS17.0 and draws a conclusion.This paper presents three typical teaching design cases.After the problem situation teaching experiment of half a year in two classes with no significant difference,the data are analyzed and processed by SPSS17.0,and the following conclusions are drawn:(1)In high school chemistry teaching,students' interest in learning can be stimulated and their efficiency of chemistry learning can be improved by creating problem situations.(2)In senior high school chemistry teaching,applying the creation of reasonable and appropriate problem situation teaching can cultivate students' problem consciousness andinnovation spirit,and promote the formation and development of students' core quality of chemistry.(3)The creation of problem situation teaching can improve the teaching effect of high school chemistry and promote the teaching of high school chemistry.