High School Chemistry Openness, Problem Solving Instruction

The questions people confront today are becoming more and more complex. The solving of questions, especially the solving of open questions, has become a common concern in the education worldwide. Creative and practical talents are expected to be cultivated through education. Learners with the ability of problem solving are expected to be cultivated in schools. Individuals are expected to become cooperative, purposeful, autonomic problem solvers in society. It has become the optimistic method to improve individual ability of problem solving through open questions. Open questions in chemistry are more exploring, which is different from traditional closed questions. They are very important in developing students'eminent quality of thinking, their creative awareness and the ability of solving problems independently. Solving open questions has become teaching contents and a means of evaluation in chemistry teaching.Based on the theory of problem resolution, the research explored instructional strategies to enhance the students'ability to solve open questions. Moreover, the researcher proposed a series of instructional strategies on problem resolution, including the strategy of creating questions for teachers, the strategy of analyzing and solving open questions for students, the strategy of evaluating and exchanging opinions for teachers and students, and furthermore the strategy of summarizing the instruction of open questions solving for teachers. Relative teaching cases were analyzed with these strategies. And the strategies are proved practical. The effectiveness and rationality of open questions were solved.The paper consists five chapters.Chapter 1 includes the proposal of research questions, research purpose and its significance and research methods.Chapter 2 introduces the development of the teaching open questions and the present situation of this study based on literature review.Chapter 3 is theoretical analyses of teaching the solving of open questions on basis of existing researches, including definitions, characteristics of open questions, their types and pedagogical value of teaching centering on open questions.Chapter 4 is the study in practice, which proposed more exact and effective teaching strategies of open questions both theoretically and practically based on case analyses of chemistry class teaching.Chapter 5 is case analyses of teaching and teaching reflections.Chapter 6 is the conclusion part. On the basis of conclusion, it proposed requirements for text books, teachers and students. Moreover, teaching suggestions and expectations for future research are proposed.