Investigation On The Teaching Mode Of Chemistry Reading In High Schools Based On Questions-driven

Since ancient times,the process from the cognition,understanding and mastery of various kinds of knowledge to the comprehensive application is inseparable from the basic link of "reading comprehension".The highest form of accepting all kinds of knowledge is reading,through which people can obtain information,understand the world,and develop thinking.It is also a basic way to learn.Chemistry reading ability refers to the level of obtaining chemical information and understanding the physical world from chemical literature,chemical diagrams,images,and chemical data by using chemical terms,basic concepts of chemistry,basic chemistry theories,and chemical principles.Cultivating students' chemistry reading ability can help students develop good chemistry learning habits,increase chemistry learning interest and improve chemistry learning efficiency.Traditional teaching mode is often presented in the form of unilateral teaching by teachers and passive acceptance by students,while "problem-driven" teaching mode breaks this normal and shifts to student active learning,supplemented by teacher teaching.In teaching,teachers ask questions based on the theoretical knowledge of chemistry and students' learning situation,guide students to conduct problem analysis,problem hypothesis,problem exploration,fully mobilize students' subjective initiative,and take corresponding teaching measures to ensure the smooth progress of teaching."Problem-driven" mode can closely combine the teaching of teachers with the learning of students,it can also fully activate students' learning thinking,cultivate students' comprehensive awareness,enable students to fully explore their own learning potential,and thus promote scientific progress in chemistry.The concepts of "problem-driven teaching" and "chemistry reading teaching for high school students" are proposed in this thesis.By integrating the two teaching models,the question-driven teaching model for high school chemistry reading is also proposed.This model is based on the recent development zone theory and construction doctrine theory.The problems is designed by basing on students' acquired knowledge and experience.And with the purpose of solving problems,the students' enthusiasm for independent study and ability to solve problems independently can be cultivated through the guidance of teachers,and their chemistry reading ability can be also improved.Based on the background of the new curriculum reform and the requirements of the national college entrance examination,this study presents the current status of high school chemistry teaching.The importance of high school chemistry reading teaching is discussed.The concepts and related theories of "chemistry reading" and "problem-driven teaching" are stated.The research content and research methods were determined by investigating the relevant research results in-depth on chemistry reading and problem-driven teaching at home and abroad.It was the questionnaire survey method that was used to learn about the habits and the methods of chemistry reading for high school students,the teacher's attitude towards chemistry reading,and the classroom learning of students.Furthermore,a strategy for teaching chemistry reading in a problem-driven manner was formulated.The research object of this practice is the senior one students of Mianyang Experimental Senior High School,including rocket class,experimental class and parallel class,which can more comprehensively investigate the situation of students at all levels.The problem-driven teaching is used to improve students' chemical reading ability from the three links of pre-class preparation,classroom teaching,and after-class review.During the pre-class preview,students can read the textbooks by using the problem guide to cultivate good reading habits,and during classroom teaching,students can deepen their understanding and learn reading methods by discussing the problems in-depth,finally,in the period of after-class review,students can improve their chemical reading ability by summarizing and strengthening the application.After half a year of teaching practice and this research,the author has a clear understanding of the problem-driven chemistry reading teaching model.The results of the research show that the chemistry reading teaching approach of problem-driven in high school has a significant effect on improving students' chemistry scores and study interest,and training students' learning ability.