The Research On Teaching Design About The Cultivating Students' Problem Conscious In High School Chemistry Teaching

Intense problem consciousness,as an acute and flexible expression of individual thinking and a representation of individual independence and uniqueness,is one of the indispensable basic qualities of innovative talents.The cultivation of problem consciousness has attracted the attention of the education industry.The chemistry curriculum standard clearly stipulates that high school chemistry teaching should cultivate students ' problem consciousness.But at present,there are many problems about students ' problem consciousness and cultivation of problem consciousness.Therefore,the teaching design of problem consciousness cultivation is imperative.First of all,on the basis of literature research,this paper finds out the lack of current research on problem consciousness:less research volume and less research on the implementation path and method of teaching design.It puts forward the research problem of this study:the teaching design of cultivating high school students' chemical problem consciousness,defines the core concept of the research,and clarifies the theoretical basis of the research.Secondly,combined with the characteristics of chemistry,this study established six instructional design principles and four instructional design strategies for the cultivation of high school chemistry problem awareness(in-depth preliminary analysis and clear teaching objectives;relying on teaching objectives,build inquiry classroom;pay attention to the teaching process,the implementation of multiple evaluation;according to the activity records,carry out self-reflection)and put forward the design principles,basis and source of the problem situation.Finally,two teaching design cases of different teaching contents of high school chemistry(‘lively metal element:sodium' and ‘unit of substance:mole)were implemented,and the teaching effect was tested through questionnaires,student interviews and classroom observation.The practice results show that the implementation of the teaching design(1)Improve students' learning ability,change the way of chemistry classroom learning.(2)Training students' abilities and implementing the core literacy of chemistry.(3)Increasing self-efficacy and improving chemical learning interest.(4)Cultivating teachers' educational intelligence and promote teachers' lifelong learning.