Practical Research On PBL Teaching Mode To Improve Students' Participation In Chemistry Classroom

After the implementation of the new curriculum standards in the 2017 edition,the core qualities of chemistry,“scientific inquiry and innovative consciousness”,clearly state that: recognizing the laws of scientific inquiry and being able to identify and refine new topics of research significance,and being able to start from problems and hypotheses,carry out scientific explanations and discoveries,innovations and applications of scientific practical activities.Therefore,focusing on the problem-based learning(PBL)model of teaching and learning is important for both students and teachers to enhance student participation in the classroom,optimize the teaching and learning process,utilize teacher guidance,and implement a student-centered classroom model.In this paper,we combine the previous research results with the characteristics of our discipline to design a practical study of students' classroom participation with teaching cases in PBL teaching mode.This paper is divided into six chapters.The first chapter is the introduction.It mainly describes and summarizes the background,purpose,significance,current situation and research contents,methods and ideas of this study.Chapter 2 is the core concepts and theoretical foundations.It mainly focuses on the theoretical knowledge of the study to provide theoretical support for the implementation of PBL teaching model to enhance students' engagement in chemistry classroom.Chapter 3 is a survey of students' participation in chemistry classroom and the analysis of reasons.The author conducted a multidimensional research survey on some students and teachers in a middle school in Yan'an City,and also conducted a questionnaire survey and analysis on “Students' Participation in Chemistry Classroom”for three classes of students,and finally analyzed and summarized the situation related to students' participation in chemistry classroom from the survey,and concluded that students' participation in chemistry classroom is generally low in traditional classroom teaching.Chapter 4 is the construction of the instructional design framework based on the PBL teaching mode.Firstly,it starts from the three bases for constructing the framework of chemistry instructional design under PBL teaching mode,to the framework construction of chemistry instructional design under PBL teaching mode,and finally,two teaching cases are used as examples to reflect the classroom implementation process under this mode.Chapter 5 is an experimental study on the PBL teaching model to enhance students' participation in chemistry classroom.Two parallel classes were selected in the first year of high school in a middle school in Yan'an City,one of which used the PBL teaching mode for a four-month teaching experiment,while the other class was taught conventionally as a control class.Before and after the experiment,the students in the two classes were surveyed with the questionnaire “Students' participation in chemistry classroom”,and the data were collected and sorted out,and then the data were processed with IBM SPSS Statistics 26.0 and Excel to count,analyze and compare the data changes of students' participation in each dimension from 11 indicators in three dimensions of cognitive,behavioral and emotional participation,and analyze the effect of PBL teaching mode on students' participation in each dimension.teaching mode on each dimension of students' participation in chemistry classroom.Chapter 6 is the conclusion and outlook of this study.After applying the PBL teaching model to the chemistry classroom and analyzing the data comparatively,the following conclusions were drawn.(1)The implementation of PBL teaching model to enhance students' participation in chemistry classroom is effective.The real-life problem-based learning approach implemented in its model is conducive to the value of disciplinary education and the full development of students' teamwork and logical thinking skills.(2)The application of the PBL model has improved the behavioral,cognitive,and affective dimensions of students' participation in the chemistry classroom to varying degrees.In terms of behavioral engagement,students spent more time on “chemistry”and interacted more frequently with their peers and teachers.In terms of cognitive engagement,students' learning methods were less homogeneous and more focused on the logical correlation between knowledge,and through group work,students' dependence on the teacher decreased and their ability to reason with evidence strengthened.In terms of affective engagement,teamwork stimulated students' interest in learning,students' anxiety and boredom decreased,and their sense of accomplishment and fun increased.Finally,the author reflects on this study and provides an outlook on her future research directions.