A Practice Research On Problem Design Of Senior Chemistry Classroom Teaching

The developing direction of the world education reform proposes that we should develop towards a learning-oriented society. In order to promote the construction and development of the learning-oriented society, education should aim at cultivating people’s concept of lifelong learning and methods for learning. In the process of individual lifelong learning, classroom teaching is one of the effective ways to acquire knowledge and methods for learning, and centering on the problem-solving is an important approach to cultivate the students’ learning abilities.Problems are the source of thinking, and they may activate students to explore their potential and innovative abilities and develop students’thinking abilities.Based on this concept, this study explores suitable ways and methods for the problem design in high school chemistry classroom teaching, and tries to find out rules for problem design by researches on teaching practices and thus promotes effective teaching and learning in high school chemistry teaching.From the perspective of problem designs for high school chemistry classroom teaching, this study mainly looks into "how to do rational problem design" and how to construct a "rational problem design model for high school chemistry teaching". And it also conducts experimental researches to test the feasibility of the problem-design structure and the effectiveness of the follow-up teaching models.Part One first analyses the developing direction of education reform and the features of the new high school chemistry textbooks, and then based on a summary of domestic and foreign researches on problems in teaching, it proposes the content, methods, significance and framework of the study with a combination of teaching practice and research reflection..Part Two explores the supporting theory for problem designs in high school chemistry classroom teaching, with the main references from the problems in teaching by Dewey’s Five-step Thinking and Mahmut Tov’s ideas of five stages in problem teaching; and this part also explains four implications of the constructivism learning theory.Part Three is the core of the study. Firstly, it puts forward the core teaching issue based on a trinity of guiding concept, i.e. "regarding practical problems as the thinking task, discipline problems as the basis and students’ problems as the center"; secondly, based on the setting of evaluating standards for the core problem, it proposes five principles for problem design by taking the core problem as the dominance during the process of locating and solving problems in teaching, including fundamentality, development, hierarchy, openness and situationality; and meanwhile, it constructs the problem design framework suitable for chemistry teaching features, so as to promote teachers’ rational reflection on problems during their teaching; and finally it constructs a "rational problem design model for high school chemistry teaching" through promoting the situationality and activity orientation of problem design during the process of teaching; and it also designs the model-oriented teaching case of Redox ReactionPart Four looks into the issue of directing chemistry teaching with models. In Huanjiang High School (located in Hechi District of Guangxi Autonomous Region), We conducted a practical teaching research by adopting experiment interferences on an experimental class—Class 5 of Grade One. Then, we use the SPSS Software to carry out a statistical analysis of the students’ pre-test, while-test and post-test grades; and we also try to test and improve the " rational problem design model for high school chemistry teaching" from different channels, namely, through collecting the data in various ways, i.e. questionnaires, interviews, observations and teaching reflection writing, and testing students’ interest in learning and thinking abilities by the tools of performance assessment and SOLO.Part Five deals with the research results, which show that the "rational problem design model for high school chemistry teaching" is effective and feasible. It can be used to promote effective teaching and learning, and construct a "problem design framework suitable for chemistry teaching features" according to the Bloom’s Classification and the "Five-why Classification", thus encouraging teachers’ rational refection on problem design. By analyzing relevant data, we also found that:1. The teaching based on this model can improve students chemistry scores. The chemistry scores of the two classes in the final exam are significantly different (P= 0.000< 0.05), as there are far more students with good scores and obvious increase in their scores in the experimental class.2. The teaching based on this model can improve students’ Relational structure and Extended Abstract structure of thinking abilities. Through using SOLO to compare the performances in the pre-and post-test open chemistry questions of the students in the experimental group and control group, we found that the average scores in the five SOLO of the students in the experimental group are higher than those of the control group, and the difference in thinking abilities between the Relational structure (P= 0.031< 0.05), and the Extended Abstract structure (P= 0.046< 0.05) is especially significant, which proves that there is a significant increase in the thinking abilities of Relational structure and Extended Abstract structure3. The teaching based on this model can improve students’interest and attitude in chemistry learning, as the questionnaire statistics show that the students’interest and attitude in chemistry learning have significant difference (P= 0.000< 0.05).4. The teaching based on this model had positive effects on the students’consciousness in chemistry problems. It is indicated that students’consciousness in chemistry problems have significantly improved, through comparing the pre-and post-paired samples t-test (P= 0.000< 0.05) results of the questionnaires on the high school students’problem consciousness of the students in the experimental class and contrast classes.With limited time and ability, the conclusions of the study is still waiting for further test and improvement.