| That classroom teaching based on problems is one of the hot spots of current education research.The appropriate design and implementation of the problems during the classroom teaching can guide students to think deeply and promote the deep development of students’ thinking.Therefore,it is of great significance for improving the teaching effect of the chemistry classroom in middle school to study the design and implementation of the problems in the classroom teaching.On the basis of combing the domestic and foreign literatures related to "design and implementation of the problems in the classroom teaching",The author determined the research framework and selected the 18 classes as the research objects,which are selected from the high quality class competition of high school in Hebei province in recent years.The author made a statistical analysis from the aspects of the creation of problem situation,the design of the problems’ content,the solution method,the evaluation methods for problems and so on.The followings are the paper’s conclusions:(1)Although all 18 teachers have designed for the classroom problems,some of them didn’t do well in reflecting the student-oriented teaching concept in the design process of problems.And there occured too many problems in the classroom.(2)About two-thirds of the 18 teachers designed the problem situation,while the remaining teachers did not do it,which indicates that they still don’t understand the requirements of the curriculum standards.(3)Each teacher has designed different types of problems.But some of them set less evaluative questions and open-ended questions.And their classroom questioning is inefficient.(4)Only two of the 18 teachers designed a session of students questioning.(5)Although 18 teachers have adopted a variety of ways to answer,the ways that some teachers let the student answer are casual.Some teachers lack of design for the way of answer,which cannot give consideration to the different levels of students.(6)All 18 teachers have offered the different ways of evaluation to students’ answers,among which positive evaluations and simple evaluations are in the majority.According to the conclusions of the study,some advices are made as the following:(1)Guide the teachers to have a theoretical study.(2)Carefully design the content of the problems,reduce the number of problems,improve the quality of the problems,set different difficulties of problems for the students of different learning levels,and carry out more open-ended problems.(3)Design appropriated ways for asking and answering the questions.(4)Make targeted teaching evaluations. |
