A Comparative Study Of Problem-chain Teaching Between Novice And Experienced Teachers In High School Chemistry

With the deepening of curriculum reform in the compulsory education stage,chemistry education pays more attention to students' inquiry learning in problem situations."Question chain" as an efficient classroom teaching strategy has attracted the attention of more and more educators,exploring how to improve the teacher's problem chain teaching level has become increasingly prominent.This study mainly analyzes the characteristics and differences of problem-chain teaching between experienced teachers and novice teachers,explores effective ways to optimize the teaching of problem-chain teaching,and makes suggestions for teachers to design and implement problem-chain teaching.This research uses a combination of qualitative and quantitative research methods.First of all,the four dimensions of comparative research are determined by combing relevant literature: the type and number of problem chains,the hierarchy of problem chains,the contextuality of the problem chains,and the effectiveness of implementing the problem chains in the classroom.Then,through classroom observations,we screened and collected heterogeneous classroom recordings of high school experienced and novice teachers in the same class for the research topic,and conducted a more in-depth study,and conducted semi-structured interviews with the two teachers after the class.Finally,combined with the obtained data and cases,the general differences between the two types of teacher problem chain teaching are analyzed and summarized.The comparative study finds that the advantages of problem chain teaching of skilled teachers are as follows:(1)The number of problems of skilled teachers is less than that of novice teachers,but the number of problem chains is more and the length is longer.(2)The difficulty degree of the problem chain is relatively more in line with students' cognitive level,and the hierarchy is stronger.(3)The problem chain chemistry is more logical and more helpful for students to establish a good knowledge structure;(4)The problem chain has rich situational,more interesting and life;(5)Good at answering questions according to students,guide students to solve problems independently,the problem chain generation is stronger.(6)The use of problem chain in the classroom is more flexible,to enable students to think more divergent and broad.The advantages of novice teachers are:(1)Smart use of decomposition strategy,for students can not solve the problem in one step,good at decomposing the problem,into the next level of small problems one by one to solve the big problem.(2)Be good at using multimedia to create problem situations,convert many abstract and difficult knowledge points into pictures or models that are easy for students to understand through multimedia,and transform knowledge requiring lengthy explanation into knowledge that students can summarize by observation and analysis,so as to make teaching visual.According to the research results,the author puts forward the following suggestions in order to improve the teacher's problem chain teaching level:First of all,when designing the problem chain,we should start from the four elements of students,textbooks,curriculum standards,and situations,and then refine the elements to form the final problem chain.Secondly,in the problem chain teaching,the following strategies can be used to optimize the problem chain teaching:(1)Unitized strategy(2)Graphical strategy(3)Decomposition strategy(4)Contextual strategy.However,when using a decomposition strategy,be careful not to decompose the problem too finely.When using the contextualized strategy,the following issues need to be paid attention to:(1)The creation of the situation is set to complete the teaching goal service.(2)The problem chain situation should be consistent with the students' cognitive level.(3)Reasonably arrange the time of the situationFinally,the following issues need to be paid attention to in the process of teaching the problem chain:(1)Pay attention to the level,relevance and validity of the problems when designing the problem chain;(2)Pay attention to the situation of students and pay attention to the teaching of the problem chain Grasp the rhythm of the classroom.(3)The role of teachers in the teaching of the problem chain is guided,supplemented by lectures.(4)Accumulate and improve the chemistry knowledge system after class.