Research On Problem Awareness Cultivation In Chemistry Teaching Based On PBL

In the context of the “Ordinary Senior Middle School Chemistry Curriculum Standard(2017 Edition and 2020 Revision)”emphasizes guide students to pay attention to chemical problems in real situations and cultivate innovative spirit and practical ability from the existing experience of students.However,innovation begins with problems and only by cultivating the awareness of problems can we achieve the purpose of improving innovation ability.The PBL(Problem-based Learning)teaching mode is problem-centered,aiming at enlightening students' thinking from problems,which coincides with the cultivation of students' problem awareness.According to the current research,students have a weak awareness of questions and teachers have a single question in class.Exploring an effective way to cultivate question awareness in PBL teaching mode can make up for the shortage of classroom questioning and provide new ideas for cultivating students' question awareness.Strengthen the theoretical foundation,the situational learning theory,constructivism theory,zone of proximal development theory,problem teaching theory and cognitive dissonance theory were selected as theoretical guidance.Literature analysis is used to define the concept of PBL teaching mode and problem awareness,this paper analyzes the research status at home and abroad.It also expounds the characteristics and advantages of PBL teaching and sums up the influencing factors and cultivating strategies of problem awareness.Intensifying exploration and practice,this paper explores the common ground between PBL teaching mode and cultivating students' problem awareness,creatively constructs a PBL teaching mode based on cultivating students' problem awareness and applies it in the new teaching and review lessons.According to the characteristics of the practice school and the teaching progress,I determine four PBL teaching cases on the basis of cultivating students' problem awareness.Respectively,“Element of Iron”,“Aluminum and Aluminum Alloys”,“Sodium and Its Compounds” and “Chlorine and Its Compounds”.With situational problems as the main line and group cooperation as the center,students can be guided to raise,decompose and solve problems.New problems can be caused in the process of solving problems and a new cycle can be conducted so that the classroom can really become the growth of thinking to improve students' ability to find problems and then cultivate students' awareness of problems.Results-oriented analysis,questionnaire survey and interview were conducted for students before and after the experiment,then two self-evaluations were conducted for students after the implementation of teaching.The data of two tests before and after the experiment were analyzed and compared,it was found that after the implementation of PBL teaching,students' problem awareness,scientific literacy,comprehensive quality and other aspects had been improved to varying degrees.The research results provide some practical basis for studying the cultivation strategy of problem awareness to a certain extent.