Construction And Implementation Of PBL Model In High School Chemistry Classroom Teaching

The 2017 edition of the new curriculum standard proposes to develop students' core quality of evidential reasoning and model cognition.The cultivation of this quality requires students to analyze and solve problems with the help of problem situations.However,restricted by traditional concepts,many teachers still focus on systematic knowledge acquisition,which makes it difficult for students to develop their thinking and improve their problem awareness and problem-solving ability.Therefore,this study considers applying PBL model to high school chemistry classroom teaching.Problem based learning mode(PBL mode for short)refers to a teaching mode that puts students in complex and real problem situation,students complete various activities and solve problems in the form of independent learning and cooperative learning,so as to construct subject knowledge.The main contents of this study are as follows:(1)the status quo of Problem based learning of senior high school students;(2)The influence of PBL mode on students' learning interest,problem awareness and problem solving ability.This study through the literature review method,expounds the concept of PBL teaching mode,characteristics,advantages and theoretical basis,and compiled the survey questionnaire before and after the reliability and validity of good questionnaire and interview outline,questionnaire dimensions including the students' interest in chemistry learning,problem consciousness,in the face of the attitude of the problem,the method to deal with problems and solve the problem of quality five dimensions,after three dimensions on the students' ability to solve the problem.A stratified sampling was carried out to investigate the learning status of grade two students in a middle school in Wushi County with a pre-measurement scale.Then a class of grade two was taught based on PBL model.After the end of the experimental period,the questionnaire survey and interview were conducted again for the students in the class of grade two.The study found that the overall learning status of the sophomores in the pre-test was below the average level,and they scored the lowest in the dimension of problem solving quality.After the implementation of PBL model,the average scores of the students in these five dimensions are all higher than the pre-test,and the significance values of the pre-test and post-test are all less than 0.05.Before and after the implementation of PBL mode,the average unit detection score of students was 45.6 and 51.7,the significance value was 0.46 less than 0.05.In the interview,students expressed that PBL mode can enhance the interest in class,stimulate their interest in chemistry learning and exploration,and improve their learning enthusiasm and initiative.It can be concluded that(1)PBL model can stimulate students' interest in learning and exploration;(2)PBL mode can improve students' problem awareness and problem-solving ability.(3)PBL mode can improve students' test scores.Therefore,it is feasible to implement PBL model in high school chemistry classroom teaching.