| As the new basic education curriculum reform deepens and quality-oriented education and innovation education are carried out on all sides, an increasing number of researchers and teachers are concerned about the open-ended problems in chemistry with its unique exploration and creativity. The educational value of the chemistry open-ended problems has been recognized by more and more chemistry teachers. The chemistry teaching based on open-ended problems has become a starting point in carrying out quality-oriented education. It is a wise choice when chemistry teaching changes from traditional authoritative model of "transferring knowledge" to students' self-guiding study model which is characterized by "encourage learning". It is also an effective teaching model to achieve the goal of three-dimensional chemistry curriculum in senior three. How the teaching based on open-ended problems will influence the chemistry teaching and how to put it into practice is what this research aims at.The essay is divided into five parts.In part one, the topic "to carry out the open-ended problems teaching in chemistry" is put forward. Many problems existing in senior high school chemistry teaching indicate that our teaching is neither democratic nor harmonious. Instead, teachers rule the class too much. How to change the situation? Hopefully we can refer to the open-ended problems teaching which has been successful in mathematics.The second part gives systematic theoretical expositions. Chemistry open-ended problems are defined, the characteristics of them are analyzed and the problems are sorted. Combining characteristics of chemistry as a subject and disciplines of the knowledge system of chemistry, I put forward the methods of compiling open-ended problems and suggest teachers, together with students, create "open" teaching environment so as to carry out the open-ended problems teaching smoothly and bring it into play.Part 3 is practice research. The survey carried out on students as well as on teachers and test on students about the open-ended problems show that most students and teachers hold a positive attitude toward open-ended problems teaching. However, it is not easy to put it into reality at all. In light of this situation, three teaching strategies are proposed: (permeating strategy, the subject strategy and meta-cognition strategy), and a model of chemistry open-ended teaching is suggested as well.The fourth part is the comparison and analysis of the results of the experiments conducted through the research. The contrast of the data illustrates that after a semester's open-ended teaching, the experimental class's academic performance is enhanced, the polarization in the course of chemistry review is controlled to a certain degree, the students' interest in learning chemistry is increased, and their learning attitude and learning methods are improved. In conclusion, the chemistry open-ended teaching works well.In the fifth part, several problems with chemistry open-ended problem teaching are pointed out. Lessons as well as tips are also included in this part. |
