Research On Problem Solving Teaching Based On The Core Quality

In January 2008,the ministry of education officially promulgated the "chemistry curriculum standards for ordinary senior high schools(2017 edition)".One of its major revisions is to "condense the core quality of the subject",and to clarify the correct values,essential characters and key abilities that students should achieve after learning chemistry.In addition to correctly understanding the connotation of the core accomplishment of chemistry,it is more important to form and develop the core accomplishment of chemistry in solving the real chemistry problem.Problem solving teaching is an effective way to develop students' chemistry discipline accomplishment.Therefore,every educator should explore how to develop students' discipline core literacy in solving real chemistry problems.Elemental compound knowledge is an important part of high school chemistry curriculum,as the perceptual material,It lays a foundation for the subsequent induction and learning of chemical concepts and theoretical knowledge,chemical concepts such as "structure determines property" were initially formed.And general high school chemistry curriculum(2017 edition)clearly emphasizes the function and value of elemental compound knowledge in cultivating students' core literacy.Based on the teaching content's characteristics and students' learning status,this study designs a problem-solving teaching model,and selects students from two parallel classes in the first grade of a middle school in Liaocheng as the research object to implement educational experiments.This paper is divided into six parts: the first part is the introduction,which mainly expounds from the three aspects of the background and significance of the topic,the current status of research at home and abroad,the research ideas and methods.First,it defines the concepts of core literacy,problem solving,problem solving teaching,and elementary compound knowledge,which is based on constructivism learning theory and PBL teaching theory.The third part is to investigate the teaching status of problem solving ability of element compound knowledge in senior high school students.The survey shows that students lack the initiative and consciousness to solve problems and have poor comprehensive application ability.The fourth part is to construct the teaching process of element-solving problem-solving teaching and analyze it in detail,and discuss the corresponding problem-solving strategies.The fifth part is the practical exploration part.It selects three important element compounds of the senior one chemistry textbook to design teaching cases,and conducts teaching practice to illustrate the application of the problem-solving teaching process in teaching.The sixth part is the conclusion and prospect.Through the data analysis of the front and back papers of the experimental class,it is found that students' problem-solving ability has been greatly improved,their interest in chemical knowledge such as elemental compounds has been enhanced,and they have a comprehensive and systematic understanding of chemical knowledge system.Through the creation and development of problem scenarios,students' initiative and consciousness of problem solving are improved,so that their problem-solving ability can be improved,and their learning effect and core accomplishment of elemental compound knowledge are improved and developed.