Applied Research On Anchored Teaching To Improve High School Students’ Chemical Problem-solving Ability

The cultivation of problem-solving ability is not only an inevitable requirement of China’s quality education reform,but also the current society’s requirements for talents and the needs of students’ own development,and cultivating problem-solving ability is the key point to develop students’ practical innovation literacy.Chemical problem-solving ability is also an important standard to measure students’ chemistry literacy,"General High School Chemistry Curriculum Standards(2017 Edition)" emphasizes to develop students’ problem-solving ability under the concept of core literacy of chemistry,requiring students not only to master chemical knowledge,but also to be able to use the chemical knowledge learned to solve phenomena in life or solve chemistry-related problems,which requires students to have the courage to find problems,be good at positive thinking,and constantly improve their chemical problem-solving ability.In the current high school chemistry teaching,how to effectively improve students’ chemical problem-solving ability is a teaching problem.As a teaching mode that focuses on students’ independent learning and cooperative learning to solve classroom problems,anchor teaching provides an idea for improving students’ chemical problem solving ability.How to organically combine the two and implement the teaching design of anchored teaching in classroom teaching is the core issue of this study.In view of this,this study proposes the topic of "using anchored teaching to improve the chemical problem-solving ability of high school students",and applies the anchored teaching guided by constructivist theory to practice to test the improvement effect on students’ chemical problem-solving ability.In this study,the effect of anchored teaching on the improvement of high school students’ chemical problem-solving ability was carried out through literature analysis,interview,questionnaire survey and experimental research methods.Firstly,using the literature analysis method,the research status of "anchored teaching" and "chemical problem solving ability" at home and abroad,the definition of relevant concepts,and the theoretical basis involved are carried out in depth,and the feasibility of this topic research is clarified.Secondly,the questionnaire survey method was used to analyze the current chemical problem-solving ability of students in a high school in Xining.Based on the survey results,the design principle of anchored teaching to cultivate the problem-solving ability of high school students is proposed,and on this basis,"sulfur and its compounds" is selected as the teaching case,and the teaching design of "sulfur and its compounds" under anchoring teaching is designed and the teaching practice is carried out in experimental classes.Finally,through the post-chemical problem-solving ability questionnaire survey,combined with the results of the "sulfur and its compounds" test questions,the improvement effect of anchored teaching on the problem-solving ability of high school students was examined.The results of teaching practice and data analysis show that the teaching design of high school chemistry based on "sulfur and its compounds" under the anchorage teaching concept can effectively promote the development of students’ chemical problem-solving ability,help improve classroom efficiency and improve students’ academic performance.