| People will encounter all kinds of problems throughout their lives.With the development and progress of society,it is especially important to cultivate people's ability to solve problems.At the same time,the 2017 version of the new curriculum standards and the 2019 exam outline also pointed out that we need to develop students 'problem-solving skills in teaching.Therefore,it is the duty of every people's teacher to cultivate students' problem-solving skills.However,in the study of middle school chemistry,there is always such an embarrassing phenomenon: No matter how a question repeatedly appears and how the students are repeatedly taught,when they facing the similar questions or even the same question,they still often make mistakes.How to avoid or reduce the occurrence of the above situation is well worth thinking.By analyzing the research status of task analysis,problem solving and the application of task analysis in problem solving,combining with the requirements of the new curriculum reform,the needs of social development and the problems in middle school chemistry teaching,the background and significance of the research and purpose have been stated.The focus and direction of research can be found through literature analysis,teacher interviews and other research methods.On this basis,Gagne's learning result classification theory,schema theory and meaningful learning theory are regarded as theoretical pillars,and the task analysis process model,problem-solving model and task design-based middle school chemistry problem solving instructional design model were constructed.This model proposes the teaching principles applied by task analysis in middle school chemistry problem-solving teaching: purpose,migration,planning and interaction.And the teaching strategy of task analysis in middle school chemistry problem solving teaching has been also constructed:(1)teaching preparation strategy: designing examples and promoting migration;improving the knowledge system and laying the foundation for successful problem solving;(2)teaching implementation strategy: selection Materials,create scenarios,strengthen knowledge transfer;display problem-solving procedures to promote the improvement of students' problem-solving skills;guide students to construct independently,and cultivate the ability of summarization;(3)Teaching evaluation strategy: Pay attention to the variety of teaching evaluation methods in the teaching process,integrating teaching,learning and evaluation;post-teaching evaluation is a dynamic evaluation,which enables students to form an internal driving force through self-talk.In order to test the proposed teaching principles,the three models constructed and the effectiveness and feasibility of the teaching strategies,classes of 1901 and 1902 of a middle school in Guigang City were taken as the research object,and a three-month teaching practice was carried out.In the research process,experimental data is collected by designing test papers,questionnaires,student interviews,teacher interviews,etc.,and analyzing the collected data can know:(1)The non-parametric test results of the ion coexistence test questions and electrolyte problem solving test question scores show precise significance(two-tailed)P value of 0.000,and the average score of the experimental class is higher than the control class,indicating that the experimental class and the control class Significant differences exist in solving similar chemical problems.(2)The questionnaire is designed from the four dimensions of information strategy,reverse decomposition strategy,model strategy and reflection strategy.The proportion of A and B selected in the post-experiment test of the questionnaire survey is slightly more than that in the pre-test.It can be explained After three months of teaching and research,students in the experimental class have improved their problem-solving skills.(3)Perform a difference test on the October test results,mid-term test results,and December test results of the experimental class and the control class.The October test results and mid-term test results P are greater than 0.05,and the December test results P <0.05,And the average score of the experimental class is higher than the control class,indicating that after three months of teaching practice,the results of the experimental class and the control class gradually widened the gap.(4)Design the outline of the interview and conduct interviews with teachers and students.Through comparative analysis of the results before and after the interview,we can know that introducing task analysis into the teaching of chemical problem solving can help teachers to find out what is needed to solve problems Knowledge and analysis to get the essential characteristics of the problem.Although the author 's research has achieved initial results,due to the author 's limited research capacity and short research cycle,no case studies have been conducted and the number and types of cases developed are relatively small.In addition,the teaching principles and model constructed by this research as well as teaching strategies still need to be gradually improved in future teaching practice. |
