Research On The Application Of Problem Situation Teaching Model Based On STSE Education Concept In High School Chemistry Teaching

Chemistry comes from the practice of production and life.Chemistry teaching should start from students’ existing experience.It encourages students to think actively in real problem situations and constructs knowledge independently,so as to enhance their interest in learning chemistry and cultivate the core quality of chemistry.STSE education concept refers to the infiltration of contents related to science,technology,society and environment into subject teaching,so as to make students realize the positive role of subject knowledge in promoting scientific and technological development,social progress and environmental improvement.Thus,STSE education concept and problem situation teaching complement each other.This study sets up coherent,whole-course and diverse problem situations,infiltrates the STSE education concept into them.This study combines the two organically and applies them in high school chemistry teaching,aiming at enhancing students’ interest in learning,deepening students’ understanding of the relationship between chemistry and science,technology,society and environment,improving students’ awareness and ability of problem solving,and promoting the development of students’ core literacy.On the basis of sorting out the research status of STSE education concept and problem situation teaching and related theories,this study investigates the current situation of STSE education and problem situation teaching in high school chemistry teaching,and analyzes that there are some problems in the current teaching,such as teachers neglect the effective and integral penetration of STSE education concept and the lack of close correlation between the problem situation created by teachers and chemical knowledge.Then this study constructs the problem situation teaching model based on STSE education concept,from the selection of teaching materials,the creation of problem situation,the implementation of teaching links and the improvement of teaching evaluation several aspects to explore its application strategy.This study selects the teaching content of "Iron and its compounds",designs and implements three teaching cases of "How steel is refined","Whether to restrict the development and smelting of iron ore" and "How to supplement Iron scientifically".Finally,the effect of practice is comprehensively analyzed by combining classroom observation,student self-assessment,teacher interview and STSE exercise test.The results show that the students’ subjective evaluation of their own problem solving awareness and ability,learning interest,development of core literacy and understanding of the relationship between chemistry and STSE after practice is higher than that before practice.Through classroom observation and teacher interview,it is found that students can adapt to the teaching mode,and teachers support the teaching mode.Statistical analysis of STSE test scores of the experimental class and the control class shows that the average score of the experimental class is 69.2,and that of the control class is 63.5,indicating that the teaching mode has improved students’ academic performance to some extent and is conducive to the improvement of students’ problem-solving ability.The above results show that the problem situation teaching model based on STSE education concept is feasible and worthy of promotion in teaching.This teaching mode can improve students’ learning interest,deepen students’ understanding of the relationship between chemistry and STSE,enhance students’ ability and awareness of problem solving,and develop students’ core quality of the subject.