Studies On The Teaching Mechanism And Strategies Of Non-Presupposition Problem In High School Chemistry Teaching

Since the advocate of generative teaching, the traditional teaching concept are under severe impact. While criticizing and reflecting the disadvantages of traditional teaching, people set up a research upsurge of generative teaching. Based on generative teaching, author discusses the teaching mechanism and strategy of non presupposition problem in high school chemistry teaching, then carry out an empirical research.This paper is divided into four chapters. The first chapter is the introduction, which introduces the subject, the topic research situation at home and abroad and the research content and significance. The second chapter is the theoretical analysis of the teaching mechanism and the teaching strategy of the non-presupposition problem of high school chemistry teaching. On the one hand, based on the basic principles of chemistry learning ability and dynamics to explore the teaching mechanism of non-presupposition problem in high school chemistry. On the other hand, combining with teaching cases to explore the teaching strategies of non-presupposition problem. The third chapter is the empirical research stage, namely use the mechanism and strategies of non-presupposition problem teaching for a period of one semester of classroom teaching practice, and from the student’s chemistry study interest, asking consciousness, attitude towards solving the problem and the ability of solving problems to test and evaluate the teaching mechanisms and strategies. The fourth chapter is the conclusion part which is the summary and reflection on the research process and results.This research draws the following important conclusions. First, based on the principle of chemical thermodynamics and kinetics, the teaching mechanisms and strategies are as follows. “Effective non-default problem” is the basis of the formation, while the students are the pioneer of “effective non-default problem” and lay an important material foundation to generate resources. The teacher is the initiator and catalyst to promote the "non presupposition problem" to transform into teaching resources and plays an important role in the initiation, capture, activation and catalysis of the non-presupposition teaching.Second, combined with the practical cases, the author analyzed and summarized the different types of "non-presupposition teaching" should adopt different strategies. Response to the "non-presupposition” of cognitive errors, cognitive impairment, cognitive jumping can be respectively by" problem diagnosis, suit the remedy to the case "," asked is provided with a suspension, transformation of inspiration "," task guidelines, extracurricular study "teaching strategies. On experimental teaching can use experimental inquiry method in time and delay. Third, for a period of one semester’s teaching practice, this study drawn the following conclusions: the research of non-presupposition generating Teaching mechanism and strategies in high school chemistry teaching have a positive impact on students’ learning interest, asking consciousness, problem solving attitude and problem ability etc.