The Case Study Of The Chemistry Classroom Teaching Good Structure And Ill-Structure Problem

The improvement of students' scientific literacy is the core of the new curriculum reform. Investigation shows, Chinese citizens' scientific literacy generally very low, and improve citizens' scientific literacy education should start from the school. Students are the future society master, so we should recognize the classroom task is no longer just knowledge communication, more should pay more attention to students' innovation ability, practice ability. Research shows that ill-structured problems to solve the problem of help to improve the students' thinking ability and the innovation ability, thereby enabling students' scientific literacy improved and perfected. In the school ill-structured problems to solve the problem of depends on class teaching, while classroom teaching depends on teacher, teacher on different issues Settings will bring different teaching effect.This study is based on structural problem related literature review and summarize, on the basis of a rookie type teacher and a dab at the two classes of teacher in structural problem carried on statistical analysis and comparison, this paper studies the problems mainly concentrated in the following aspects:the novice teachers and type of teacher of proficient at ill-structured problems problems and the proportion of good structure problems? Novice teachers mainly have what kind of characteristics? Proficient type teachers mainly have what kind of characteristics? Whether the different knowledge type of structure of the defects quantity and distribution is influential? Teacher's teaching way whether to structure malnutrition quantity and distribution is influential?Through to the novice teachers and classroom memoir of proficient at analysis and statistics, the conclusions are as follows:1. Besides proficient type teachers in the iron of important compound structure problem quantity little more than a good structure problems, other class, whether novice teachers or teachers proficient at good structure problem was higher than ill-structure problem.2 At the same intellectual content class, novice teachers' structure type problem than the structure of proficient teacher less problem.3. Different knowledge content, "the redox reaction"and"the important compounds of iron", whether novice teachers or proficient teachers, "the important compounds of iron"is higher than the"the redox reaction'4. The novice teachers and type of proficient at teachers' teaching in a different way, the novice teachers adopts traditional type of teacher lectures type, proficient teacher by heuristic, in other words, the novice teachers classroom forty minutes are almost herself in speaking, and proficient type teachers give students larger autonomous learning space, teaching time less than novice teachers ten minutes or so, but the teacher's question total similar, instead of proficient teachers ill-structured problems the number of questions than novice teachers. Thus not teachers love you of time longer, content, the more students learn more.Through the above summary, the authors put forward some suggestions:Novice teachers should pay attention to discipline knowledge system, teachers should pay more attention to classroom structural problem; According to pay attention to differentiate between different intellectual content of some suggestions.