Practical Research On Cultivating Students' Scientific Creativity Based On PBL Teaching Model

The PBL teaching model is a problem-centered teaching,which gives full play to the main role of students,enables students to construct subject knowledge and develop comprehensive capabilities in the process of problem solving,so it is widely cited in classroom teaching in large,middle and primary schools.However,due to the fact that teaching activities are in the form and lack of matching evaluation methods,its teaching effect is difficult to guarantee.This thesis is to focus PBL teaching on the training goals and evaluation of scientific creativity,break down specific scientific creativity goals into different links of PBL teaching,and evaluate teaching effectiveness through classroom observation,questionnaire surveys and interviews.First of all,theoretic analysis is carried out to review the scientific creativity and the PBL teaching model.A summary of the existing research achievements and deficiencies,combined with the current situation of scientific creativity training in my country,analyzes the feasibility of cultivating students' scientific creativity based on the PBL teaching model.Combining the training requirements of scientific creativity and the characteristics of the PBL teaching model,the principle of cultivating students' scientific creativity based on the PBL teaching model is proposed.In accordance with the requirements of the principles,we further designed the implementation process of the teaching model,and set corresponding scientific creativity training goals in different teaching links.Then conduct practical research and apply the implementation process of cultivating students' scientific creativity based on the PBL teaching model to the classroom teaching of ninth grade chemistry.According to the teaching content and the characteristics of students,the specific training objectives of three dimensions of cognition,skill and emotion are designed,and the problem-based teaching process is designed and the teaching activities are implemented.In order to fully understand the students' learning process and performance of scientific creativity,they also designed classroom observation scales,questionnaires,interview outlines,and analyzed the value of the PBL teaching model in the cultivation of scientific creativity with a variety of evaluation methods.Finally,it is concluded that:(1)the classroom atmosphere under PBL teaching is active,students can communicate and discuss around the problem,and fully distribute their own thinking and imagination to think about the problem;(2)students can grasp the key information from observation and experiment,Using analysis,synthesis,generalization and other thinking methods to abstract experimental phenomena into scientific concepts or laws,which is an important manifestation of scientific creativity;(3)students can reflect on and adjust problem solving methods and improve monitoring in cooperative learning The ability to learn and solve problems,scientific creativity has developed.