Research On The Application Of Problem-based Learning(PBL)Teaching Mode In Chemistry Concept Teaching In Senior High School

The national education reform and the new curriculum reform both advocate students to construct their own knowledge through inquiry,and promote the development of students' problem-solving ability in teaching,which coincides with the characteristics of Problem-Based Learning(PBL)teaching mode.Moreover,PBL teaching mode guides students to construct knowledge independently based on situations and problems,which should be effective in solving the problems existing in concept teaching.Therefore,this study applies PBL teaching mode to the teaching of basic concepts of chemistry in senior high schools.This study analyzes and sorts out the basic concepts of chemistry involved in the required chemistry textbooks of ordinary senior high schools,and constructs the conceptual teaching model of PBL teaching mode by combining the characteristics of PBL teaching mode and conceptual teaching.Three different types of basic concepts of chemistry(amount and concentration of substances in stoichiometric category,ionic equation in chemical terms category,redox reaction in substance change category)were selected,and the teaching design was carried out based on the constructed model,which was applied to practical classroom teaching.To understand the actual teaching effect.Before the practice,the present situation of chemistry concept teaching,teachers' understanding of PBL teaching mode and the application of PBL teaching mode in chemistry basic concept teaching were interviewed and analyzed,and the current situation of students' concept learning and the ability level of applying concept knowledge to solve problems were made clear through the prepared test results of pre-practice questions.After practice,through making classroom observation scale,student survey and post-practice test results,this paper analyzes the influence of PBL teaching mode on different types of chemistry basic concept teaching.The results show that the application of PBL teaching model in senior high school chemistry concept teaching can promote students to master different types of basic chemistry concepts and improve students' ability to analyze and solve problems by using concept knowledge.In addition,creating meaningful problem situations in teaching also improves students' learning initiative,promotes problem solving and promotes students to construct conceptual knowledge framework through independent thinking and cooperative exploration in groups.This study hopes to provide cases and practical experiences for the first-line high school chemistry teachers to choose the teaching mode of chemistry concepts.