Point To Solving The Problem Of Chemical Three-dimensional Object Construction Of Teaching Model

In order to meet the requirements of the new era of talent, in 2003,"The Ordinary High School Curriculum Standards (experimental)" newly issued new chemistry curriculum explicitly object system, which elaborate espectively, from the "knowledge and skills", "process and method", "attitudes and values" three dimensions. Since the new curriculum reform, the region schools gradually are practicing new curriculum, but in the actual teaching three-dimensional object has not been fully implemented. Chemistry is still influenced by traditional examination-oriented education and the traditional concept of teachers, most of it is only concerned about the students’ academic performance, in terms of the abilities of students and emotional experience is not valued. This leads to a serious imbalance phenomenon of the chemical three-dimensional target in teaching, just "knowledge and skills" aspect has been developed well, the other areas cannot be implemented. Therefore, this article would like to explore a teaching mode, trying to teaching this teaching model can well implement the three-dimensional object. Study and research related to teaching mode, we found that the problem solving process penetrates the content of three-dimensional object very comprehensively. So we propose the object of building problem-solving teaching model to promote research chemical three-dimensional.Based on the review and analysis of the domestic and international research on the basis of problem solving and teaching strategies on the three-dimensional object to Information Processing Theory, Constructivism Theory and PBL Teaching Theory as the main theoretical foundation, combined with literature data analysis and expert opinions, the preparation of the questionnaire, conducted a questionnaire survey to Chuzhou three High School’s 352 students of Senior One. Collect and analyze data, combined with theoretical foundation, to build flowchart of problem-solving teaching models. Summarize the basic features of the teaching model:in three-dimensional object as a guide to promote the overall development of students;in problem-solving center, integrating three-dimensional object;in student activity for clues, focusing on methods and emotion get;in emotional experience as the driving force to stimulate students’enthusiasm,And proposed the implementation of a basic policy for the teaching model: create problem situations to stimulate students to participate in problem-solving; teachers play a leading role in solving security issues effectively; guide students to reflect to strengthen the effectiveness of problem solving teaching.Based on the above theoretical conception, we made empirical research about problem-solving teaching model at Class (15) of Senior One in Chuzhou Middle Schools, intended to explore the impact of the implementation of the three-dimensional object. It took the learning contents in 2004 compulsory high school chemistry textbook (PEP edition) as carrier, implemented the problem-solving teaching model in this paper, and combined the class memoir and cases to elaborate the specific operational approach. After the empirical research, we collected factual evidence from performance of final term exam and questionnaire on chemistry three-dimensional object, made objective evaluation on chemistry problem-solving teaching model in this paper. The results showed:proposed to solve the problem of teaching chemistry model can improve student achievement; students to summarize and improve classroom learning methods and improve efficiency in the reflection; student experience problem-solving process is conducive to experience the process of scientific inquiry, problem-solving strategies for obtaining the formation rigorous scientific spirit and the right values; rich material life problem situation and help improve students’ interest in learning, reinforcement learning chemistry enthusiasm; to arrive at the constructed improve student interest in learning strategies to improve teaching behavior is valid conclusions.Although this research gains some achievements, but because of my limited capability, there is some deficiencies on the establishment of the questionnaire, the object detection and the dispose of the questionnaire data, coupled with the short length of empirical research and lack of object, the problem-solving teaching model in this paper needs to further improve and develop, and the conclusion of this research needs to further verify.