Teaching Design And Practice Of High School Chemistry Exercises Based On Task Analysis

The development of science and technology and the popularization of artificial intelligence have brought a lot of convenience to human life and social production,but while bringing convenience to us,it also often causes some students to become more and more lazy to think about and solve problems.When encountering difficult problems,the first thing that comes to mind is to solve them through technology or machines.For this reason,this article focuses on how to cultivate students’ habit of independent thinking,improve their ability to analyze and solve problems,and try to apply task analysis to high school learning problems.In teaching,improve students’ ability to analyze and solve problems,urge students to transform the knowledge they have learned into abilities to solve practical problems in life,effectively form the core literacy of chemistry,and provide first-line chemistry teachers to the teaching research of high school learning problems.Make more contributions.This research is based on the concept of the new high school chemistry curriculum reform and the requirements of the curriculum standards for exercise teaching.Through combing a large number of research documents,analyzing the current problems of high school learning problem teaching,clarifying the purpose of the thesis research,and determining the research ideas.Theoretical research: Based on the research foundation of the predecessors and the research needs of this thesis,the author first defines the core concepts of "task analysis" and "problem solving",based on the viewpoints of learning result classification theory,meaningful learning theory and schema theory,Combining the characteristics of high school learning problem teaching,analyze and summarize the basic procedures of task analysis of exercises teaching:determine the general teaching goal-derive hierarchical goals-derive knowledge details-problem-solving test-extract valuable concept information-solve practical problems.In order to carry out more targeted research,the author constructed a task analysis-based teaching model of high school learning questions based on the needs of teaching research: real situation-task drive-activity inquiry-problem solving-literacy landing.This model focuses on creating reality Contextual implementation of exercises teaching,through allowing students to solve practical problems in life in real situations,task-driven and activity exploration,to transform knowledge into abilities,so as to promote the formation and implementation of students’ core literacy in chemistry.Practical research: In order to test whether the task analysis-based teaching design model for high school learning questions designed in this study is feasible and effective,the author selects two parallel classes with similar learning levels in a demonstrative high school in Guigang City,Guangxi as the practical research object.Class 1 16 is an experimental class,which implements the practice of high school study problem teaching based on task analysis,and Class 17 of senior one is a control class,which uses conventional exercise teaching.The teaching design of "electrolyte and non-electrolyte","ion coexistence" and "redox reaction" related exercises based on task analysis is selected as the typical case analysis of this article.In the practice research,statistics of the experimental class and the control class students’ pre,middle and post scores,after the practice,the experimental class students’ task analysis questionnaire survey on the teaching effect of the exercises and classroom satisfaction voting,and the use of SPSS software to scientifically research the data Statistics and analysis.In addition,before and after the practice,chemistry teacher representatives and experimental class student representatives were selected for interviews.Based on the analysis of the above research data and interview results,they put forward their own opinions on how to effectively implement task analysis-based high school learning problem teaching.Through the research of this article,the following conclusions are drawn: task analysis-based high school learning problem teaching can not only improve students’ ability to analyze and solve problems;it can also promote students’ understanding,absorption,application and transfer of knowledge;it can also enhance students’ learning The interest,participation and self-confidence of chemistry can also enable teachers to arrange teaching procedures reasonably,and can also enable students to learn gradually and reduce the difficulty of learning.