A Comparative Study On The Problem Chain Teaching Of Novice And Expert Teachers In Chemistry Classes Of Senior Middle Schools

As we all know,wisdom comes from thinking,thinking comes from problems.Some education scholars in China early advocated that the most effective way for teachers to carry out teaching work in the classroom is problem teaching,and guide students to use high-level thinking to study and explore."Problem chain" teaching as a teaching strategy to create efficient classrooms has also attracted the attention of more educators.This study mainly analyzes the characteristics of novice and expert teacher problem chain teaching,comparing the differences between the two types of teachers when using problem chain teaching,proposes suggestions for the design of problem chain teaching and explores effective ways to implement problem chain teaching.The research methods used in this study include literature research method,questionnaire survey method,classroom observation method,comparative research method and interview method.Using a combination of qualitative and quantitative methods,a questionnaire survey was conducted on the teaching status of the problem chain of high school chemistry teachers and collected classroom audio and interview materials for expert teachers and novice teachers.Finally,based on the obtained data and cases,the general differences between the two types of teacher problem chain teaching are analyzed and summarized.After a comprehensive survey of questionnaire survey,case analysis,and interview results,it is found that the problems that novice teachers have in the problem chain teaching are:(1)The problem chain is low in level and the students are not motivated;(2)The problem chain lacks a certain gradient and Only satisfied with the current classroom;(3)The waiting time is short,ignoring the student's generative problems;(4)The problem chain is more scattered,it is difficult to establish a certain knowledge structure for students.The advantages of expert teachers in question chain teaching include:(1)Promote students' active inquiry thinking based on students' cognitive characteristics;(2)Be good at "practice" and improve students' learning motivation;(3)Question chain is unique and forward-looking;(4)Have a good knowledge system to help students create efficient classrooms.In order to improve the teaching level of the novice teacher's problem chain,this study proposes the following suggestions:(1)Consider the recent development of the student to design the problem chain;(2)The design of the problem chain focuses on hierarchy,relevance and predictability;(3)Grasp the questioning rhythm and effectively deal with students' generative questions;(4)Generate a series of question chains around the core questions to help students construct a mind map.