Research On The Teaching Practice Of Organic Chemistry In Senior High Schools Based On PBL Model

Both the national basic education curriculum reform and the new curriculum reform emphasize: focusing on cultivating students’ logical thinking skills,assisting children in independently investigating challenges and increasing students’ problem-solving and creative ability.The General High School Chemistry Curriculum Standards(2017edition,revised in 2020)state that teachers should be guided to actively engage in problem-based learning,focusing on key aspects of core chemistry skill development to promote a shift in the way students learn chemistry.Problems in current teaching of organic chemistry in high schools: emphasis on tests,neglect of contextual material when introducing it in class,lack of ability of students to transfer and apply knowledge.Problem-based learning(PBL)is a model in which students solve problems and acquire knowledge based on problems and problem situations,building a knowledge system in the learning process while improving their problem-solving skills.In this study,in order to change students’ learning styles,transform teachers’ roles,promote the development of students’ core competencies,and improve students’ classroom participation and problem-finding and problem-solving skills,it was decided to introduce a pedagogical practice based on a PBL model in high school organic chemistry.Therefore,the current state of national and international research on PBL models will be organized,and "problem maps",teaching methods,and PBL models will be designed under the guidance of constructivist theory,situational teaching theory,and collaborative learning theory.A case study design and a practical investigation from Chapter 7,Section 3 "Ethanol and Acetic Acid" of the Textbook for General Higher Education Entrance Qualification(Compulsory Subject 2)-Chemistry(2019 edition)was selected.The effectiveness of the PBL model in practice is demonstrated by comparing the academic performance of the experimental and control classes and the results of the self-assessment scale of the experimental class.Four research methods were used in this study: Document analysis,questionnaire survey,interview and comparative experimental methods.110 students from two classes in a high school in Yanji City were selected as subjects,and a questionnaire survey was used to understand the students’ learning situation,investigate their problem awareness and problem-solving ability,and test the applicability of the PBL model.A practical study of the PBL model was conducted in one experimental class.The monthly test scores of both classes were evaluated before training,and data analysis revealed no significant differences between the two classes.The experimental class received a handson study of the PBL model,while the control class remained in the traditional classroom format.At the end of the class,a paper-and-pencil test was administered to the experimental and control classes and analyzed using SPSS 23.0.The results confirmed that students’ interest in learning,attitude toward problems,and problem-solving skills improved significantly.The study examined the relevant literature and practice and developed a PBL model to help organize students’ knowledge and build a knowledge framework,as well as improve students’ performance and develop their problem-solving skills.