Design And Practice Of Chemistry Unit Teaching In Senior High School Under The Concept Of PBL

PBL refers to learning based on real problems.The concept of PBL emphasizes the creation of real problem situations,mobilizing students’ subjective initiative,and students construct knowledge through problem solving.With the progress of a new round of curriculum reform and the introduction of "literacy-based" classroom teaching,unit teaching has gradually become a hot spot in basic education teaching research.The unit teaching method helps students comprehensively and systematically understand and master the knowledge they have learned,overcomes the discontinuity and one-sidedness of students’ knowledge mastery in traditional teaching methods,and is conducive to the implementation of students’ core literacy.But how to maximize the value of unit teaching is a problem that needs to be considered in unit teaching design.On the basis of combing the PBL teaching method and related researches on large unit teaching,the author analyzes the theoretical feasibility of integrating the PBL concept with unit teaching,puts forward research ideas and conducts practical research.Preparation for practical research: Arrange and analyze the PBL teaching method and unit teaching design,clarify the connotation,characteristics and elements of the two,theoretically explore the theoretical feasibility of integrating the PBL concept with the unit teaching,and propose the unit teaching under the PBL concept General pattern of design.The research shows that: first,the teaching design of senior high school chemistry unit under the concept of PBL should follow the principles of integrity,problem guidance and real situation,diversified evaluation and students’ subjectivity.At the same time,it should follow the basic procedures: Based on the curriculum standards,multi angle analysis(Curriculum standards,different versions of teaching materials,students’ learning situation,college entrance examination questions,etc.),integrating the curriculum content,unit division Determine learning objectives,split class objectives,create learning situations,design problems,implement unit teaching,and test the achievement of objectives.Based on the practical research and analysis,it is concluded that compared with the control class,the students in the experimental class have the following performances in knowledge understanding,classroom performance,learning ability and problem-solving ability: second,using SPSS software to analyze the redox reaction unit test results and the final examination,the P values of redox investigation are 0.04 and 0.044,indicating that the students in the experimental class have better knowledge than the control class,By consciously guiding students to pay attention to the construction of knowledge network in the process of unit teaching,the students in the experimental class can build a more complete knowledge system about redox reaction.At the same time,it is found in the interview with students that the students in the control class generally think that redox knowledge is scattered after learning,it is difficult to form a complete knowledge network diagram,and lack the consciousness of building knowledge system;Third,in terms of learning ability,according to the data from the evaluation form of SPSS software analysis unit,the p value of the two classes in ability improvement is 0.029,which reflects the strong ability of solving problems and the awareness of refining chemical problems in the experimental class,and the strong cognitive ability of students’ two-dimensional model of price class,which is reflected in that students can transfer and apply and actively construct the two-dimensional map of price class with chlorine as the core;Fourth: the p value of the two classes in the classroom performance is 0.001,which is reflected in the fact that the students in the experimental class are more interested in the questions raised by the teachers,the students’ classroom participation and activity are higher,and the students’ ability of cooperative exploration,communication and expression is developed.Through unit teaching,some students have changed their passive learning style into active pre class preview and post class knowledge network,and are more willing to exchange and express their views in the classroom.