Research On The Application Of The Divided Classroom Teaching Model Based On The OBE Concept In High School Chemistry Teaching

Under the background of the new curriculum reform,the teaching of chemistry in ordinary high schools aims to cultivate new talents who are creative,have core competencies in the subject,and can stand on the basis of the future society through teaching activities.However,due to the long-term influence of "exam-oriented education" and the pressure to enter higher education,the conventional teaching mode excessively pursues high scores and neglects the development of abilities and literacy,resulting in unsatisfactory teaching results.The aim of this study is to develop a new teaching model that enhances students’ learning enthusiasm,and develops their abilities in self-directed learning,collaborative exploration,communication and expression,and innovation,laying the foundation for future development.By analyzing the current situation of the new curriculum standard and high school chemistry teaching,this study combines the Outcomes-Based Education(OBE)philosophy with the flipped classroom teaching model(PAD)to construct a new teaching model.This overcomes the difficulty in implementing the OBE teaching system while also addressing the limitations of the single evaluation system of the PAD,The study explores the application and effectiveness of the "OBE+PAD"teaching model in high school chemistry teaching,promoting the reform of high school chemistry education.This study is divided into seven parts:Part 1:Introduction.This section provides the research background in relation to the requirements for building a high-quality education system,the developmental needs of the new cra,and the demands of high school chemistry education reform.It elaborates on the current domestic and international research status of OBE,PAD,and OBE+PAD,and determines the research objectives and significance,and then carry out the design of research ideas.Part 2:Definition of relevant concepts,theoretical foundation research.This section defines the concept of OBE and the PAD,and explores the research program design supported by theoretical foundations such as Taylor’ s goal theory,constructivism,and humanism.Part 3:Survey on the current situation of chemistry teaching in high schools.Through interviews and questionnaires,we can understand the teaching situation of teachers and students’ learning status in high school chemistry teaching.Part 4:Teaching model construction.Based on the analysis of teaching status,determine the reference basis,put forward the principle of model construction and construct a new teaching mode.Part 5:Design and implementation of teaching cases.Two parallel classes in the first year of senior high school were selected to design and carry out teaching practice in three sections:"Redox Reaction","Properties of Chlorine" and "Exploring Iron in Food".In the course of "Redox Reaction",the learning output is to develop students’ ability of independent learning,cooperative inquiry,communication and expression,and reflection and application,and the reverse design teaching is designed from the perspective of "oxygen loss and oxygen loss-elemental valence change-electron transfer",and the spiral of understanding of "concept,characteristics,and essence" is realized through the bisection form of teacher teaching,independent internalization,and discussion and commication.In the course of"Properties of Chlorine",the learning idea of "location-structure-property-application" is constructed in reverse to develop students’ general thinking about learning elements and their compounds,and through the study of the properties of chlorine,master the learning method and realize the transfer and application of knowledge.In the lesson "Exploring Iron in Food",through the "Directional Analysis of Iron in Black Fungus" activity,students independently design solutions,link theoretical knowledge with practice,and develop scientific inquiry thinking,evidence reasoning ability and innovative awareness.Part 6:Practical effect analysis.Through performance tests,evaluation scales,questionnaires and interview analysis.The average test score of the experimental class was 5.41 points higher than that of the control class,It means that the teaching mode based on the OBE concept of divided classroom teaching helped to improve students’ academic performance.The questionnaire and interview results showed that the students’ ability of independent learning,cooperative inquiry,communication and innovation were improved.Part 7:Conclusions and prospective.This study has a positive effect on improving students’achievements,cultivating students’ independent learning,collaborative communication and other abilities,and can effectively improve the quality of teaching.The future research should expand the scope,prolong the period,improve the evaluation mechanism,and further optimize the teaching.