The Design And Practical Research Of Question Chain In Junior Middle School Chemistry Teaching

With the rapid development of modern society,we call for quality education.It is an important goal of education to train students' thinking and improve their ability.Although the method of problem teaching can arouse students' thinking,it is often limited in practical teaching because of the low quality of the questions raised.On the other hand,junior three is the enlightenment stage of chemistry teaching,but the time is tight and the tasks are heavy.How to design a question chain with high-quality,logical sequence,relevant,from shallow to deep is of great significance to ensure teaching quality,improve teaching efficiency and develop students' thinking.At present,most research on question chain teaching focuses on the design principles,strategies and types of the question chain.At the same time,there is little practical research in junior high school chemistry teaching.In this paper,through literature analysis,case study,interview and questionnaire research,the research was carried out.The innovation of this study is:(1).Combined with the specialty of junior middle school chemistry teaching,the principle,basis and type of question chain design are put forward.At least one junior high school chemistry teaching case and design intention analysis are listed in each type of question chain.(2).This research constructs the general process of case development on question chain teaching in detail.It includes the design of question chain teaching cases,the classroom implementation of question chain teaching,the reflection,optimization and evaluation of question chain teaching cases.And each part is introduced in detail(3).The teaching cases of two typical and important subjects in junior middle school chemistry are designed and developed.The types,characteristics and implementation effects of the core question chain and sub question chain are analyzed and reflected.(4)By using the practical case of practicing in two special classes and one ordinary class in a middle school in Chuxiong City for one semester,through questionnaire,interview,test and other methods to collect data,to study whether the teaching method can improve students' academic performance;whether it can promote the development of students' emotion,knowledge,ability and thinking;whether there are class differences and gender differences in the teaching effect;and whether there are differences in the teaching effect on students in different grades.The research shows that the implementation of question chain teaching can stimulate students' interest in learning chemistry,make them more active in learning and pay more attention in class.Students can better remember,understand and use what they have learned,and establish a complete knowledge system.Students' thinking ability has been developed,and became more flexible,in-depth and innovative.The ability of language expression,experiment,analogical reasoning,summarization and problem solving has been improved,and finally,the academic performance is improved.After detailed data analysis,it is found that the question chain teaching plays a more significant role in promoting boys than girls;there was no significant difference in promoting effect between the special class and the ordinary class;learning atmosphere in class has a greater influence on the effect of question chain teaching;the better in grades the students who are observed are,the more obvious the effect is,and the less effective on the lower middle class students.The results of problem chain teaching show that in order to give full play to the effect of question chain teaching,teachers should teach students according to their aptitude and adjust them reasonably,and make teaching effective and efficient.At the same time,this study further enriches the theoretical basis and practical experience of junior high school chemistry question chain teaching,and the developed question chain teaching cases and research conclusions are expected to provide reference for junior high school chemistry teaching.