Problem-driven Integrated Chemistry Teaching Design And Practice Research

The first round of chemistry revision in the third year of high school is an important stage for the implementation of knowledge points and the integration of basic knowledge.According to the questionnaire survey of 200 the third year of high school students in Yanji city,it can be known that students always have problems such as weak memory of basic knowledge,poor understanding of important concepts,inflexible transfer of comprehensive knowledge,and inactive thinking and questioning in this round of revision.Therefore,it is urgent to explore a revision mode that can construct and perfect a clear knowledge system in problem solving.This paper investigates and studies the current situation of the revision mode in the first round of grade three,students’knowledge transfer and integration ability,students’ problem awareness and teachers’ emphasis on cultivating students’ problem awareness,and proposes measures and solutions to the existing problems.This paper is fully combined with Outline of National Medium and Long Term Education Reform and Development Plan(2010-2020),Ordinary High school Chemistry Curriculum Standard(2017 edition),under the guidance of mahmoutov’s,problems-found teaching theory,constructivism learning theory,cognitive discovery learning theory,the zone of proximal development theory,in analysis of related literature at home and abroad and the main concept definition,proposed to combine the "problem driven" and"integrated revision" models together,design five steps according to the problem driven integrated teaching mode,Including core target to core knowledge(contention of the target),core knowledge to knowledge integration(contention of integration),knowledge integration to the core problem(problematize the contents),the core problem into subproblems group(problem decomposition),subproblems group to the active sequence(activate the problems),and combined tightly problem driven integrated chemistry teaching mode with chemistry core concepts.Taking the ion reaction of REDOX reaction type and the ion reaction of Non-redox reaction type as examples,this paper designs a question-driven integrated teaching design,and conducts practical exploration in the third year of a middle school in Yanji city.In the end,by observing the students’ behavior in problem-driven integrated recitation,using SPSS software to test and contrast students’ experimental side before and after the experiment of test results and analyse reasons of students’being wrong while answering these questions,listen,record and analyse the interview content with students after the experiment.It is concluded that in the first round of revision in Grade three,carrying out problem-driven integrated teaching mode helps to improve the students’ ability of interaction and cooperation,learning enthusiasm,problem consciousness,promote the student to the knowledge of systematic,network,systematic,improve the quality and efficiency of revision.Finally,in order to promote the effective implementation of the problem-driven integrated teaching model,this paper puts forward the corresponding strategies and suggestions for teachers and schools.It is hoped that the paper can lead to more educational researchers thinking.