Situation-based Problem Chain Teaching Of Element Compound Design And Practice Research

For the teaching of elemental compound knowledge in senior high school,lecturing method is adopted by most teachers.The teaching content is plain and straightforward,which cannot effectively inspire students’ thinking,and it is difficult to achieve the cultivation of students’ core quality of chemistry.In the "General High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as the curriculum standards),it is clearly stated that real and specific problem situations are an important platform for the formation and development of students’ core literacy in chemistry.Putting classroom questions in real and concrete situations is one of the ways to implement the core chemistry of chemistry.At the same time,elemental compound knowledge is relatively scattered and complex,which is the main obstacle for students to learn.Closely logical and in-deep question chain can drive students to think,build knowledge networks and cognitive models independently.Scattered pieces of knowledge are connected.Therefore,situational teaching and problem chain are combined to explore situation-based problem chain teaching of element compound in this paper.This teaching model has been applied in practice.This research is based on the theoretical support of the recent development area theory,life education theory,constructivism theory and system theory.First,the problem,problem chain,situation and elemental compound knowledge are defined through the combing of the literature.The questionnaire method is used to understand students’ attitudes and ideas on problem chain teaching and situation,to understand the teacher’s implementation of problem chain teaching,and the ways and methods of obtaining contextual materials.Then combined with the characteristics of elemental compound knowledge and the actual situation of high school students,the situation-based problem chain design model was proposed.And the problem chain for the compulsory elemental compound knowledge of the People’s Education Edition was designed.Finally,"Iron and its compounds","Oxides of sulfur" and "Oxides of nitrogen" were selected for teaching design and practical research.By comparing students’ paper-and-pencil test scores and the interview results of teachers and students,the experiment effect was analyzed.The results show that situation-based problem chain teaching plays a positive role in improving students’ interest in learning,cultivating their ability to solve problems and improving their chemistry scores.In view of the research results of this paper,the author thinks that situation-based problem chain instruction design should be done:(1)Excavate students’ interests and create problem situation;(2)Implement core literacy by combining various forms;(3)Pay attention to the status of students and give timely guidance;(4)Pay attention to the accumulating materials and develop school-based courses;(5)Construct a cognitive model and cultivate problem-solving ability.