Application Of Problem Chain Based On Chemical Experiment In Chemistry Teaching Of Senior One

In the curriculum standard,teachers are encouraged to change students’ learning style in the form of "problems",and on this basis,it can arouse students’ positive thinking and enhance students’ learning initiative.However,in the actual front-line teaching process,many chemistry teachers’ questions are too simple or mechanical to really arouse students’ thinking.Even if there are questions,they can not connect the core knowledge together.Therefore,they can not improve the efficiency of classroom teaching in the classroom.Due to the lack of systematic guidance and evaluation after class,it is difficult for teachers to get effective feedback from the design of problem chain,Therefore,it is difficult to improve the professional level of teachers.Based on the above problems,this paper mainly focuses on extracting problems from high school chemistry experiments,forming a problem chain,and applying the problem chain to classroom teaching.High school chemistry experiment is a very important part of high school chemistry knowledge system.For students,learning high school chemistry experiment well will enable students to deepen their understanding of chemistry and promote the cultivation of students’ core competence.In this paper,the problem chain based on chemistry experiment is applied to classroom teaching practice in order to provide some reference for front-line teachers’ teaching.The specific research work of this paper is as follows:First,put forward the research topic.Firstly,it analyzes the research background from the requirements of the new curriculum standard,the requirements of the college entrance examination for middle school experiments,the needs of novice teachers’ teaching growth and the requirements of teaching objectives.Secondly,it summarizes the literature at home and abroad based on the research of problem chain teaching,puts forward the research significance,and finally introduces the research content and research methods.Secondly,it analyzes and introduces several theoretical supports of problem chain design,including Bloom’s classification of cognitive education objectives,vygowski’s zone of proximal development theory and constructivist learning theory.Third,consult relevant literature and materials,study and select the design principles,design types,emergence time and design process of the problem chain,and finally determine the design mode of the chemical problem chain.Fourth,according to the design of chemical problem chain,the problem chain teaching design is carried out for the two experimental teaching contents of senior high school chemistry compulsory one of the people’s Education Edition.According to the designed teaching plan,the teaching practice is carried out in a class of senior one of a senior high school in Nanning,the students’ classroom performance is collected and recorded,and summarized and reflected after class.Fifthly,sort out and analyze the relevant data such as pre-test and post-test scores,chemical experiment ability test papers,questionnaires of control classes and experimental classes,and interviews with students and teachers,so as to test the effect of using problem chain teaching in senior high school chemical experiment.Sixth,summarize this study and analyze the deficiencies.The research shows that extracting problems from high school chemistry experiments,forming a problem chain,and applying the problem chain to classroom teaching can enable students to learn how to think about problems.At the same time,in the process of thinking about problems,it will enhance their interest in learning chemistry,enable students to learn to study actively,finally improve their ability and sublimate their thinking level;For teachers,the effective use of problem chain can not only improve the classroom effect,strengthen the connection with students,but also make students clear what they want to learn.The problem chain designed by the author has a positive effect on both students and teachers,and provides a certain reference for the teaching of front-line teachers.