The Study On The Influence Of PBL Chemistry Teaching Model On Middle School Students' Chemistry Problem Solving Ability

With the emphasis on the subject status of the students in the middle school classroom, the inquiry learning and the group cooperative learning can enhance the students 'classroom interaction and improve the students' participation in the classroom.PBL teaching model both inquiry-based learning problem situation and group cooperative learning process, gradually attracted wide attention. Chemical problem-solving ability is an important criterion for measuring the quality of students'chemistry. How to improve students' ability of solving chemical problems effectively in chemistry teaching is the difficulty of middle school chemistry teaching. So, how can the popular PBL teaching model be applied to chemistry teaching and effectively improve students' ability to solve chemical problems? This study focuses on this problem,attempts to construct PBL chemistry teaching model and applies it to high school chemistry teaching. By testing the change of students' problem solving ability before and after the experiment, the research hypothesis is verified and hope to provide new ideas for chemistry classroom teaching research.The main problem to be solved in this study is: how is the concept of PBL teaching model and chemical problem-solving ability defined? What is the current research situation of PBL teaching mode and chemical problem solving ability at home and abroad? How to construct a PBL teaching model suitable for middle school chemistry teaching? How to develop a questionnaire with high reliability and reliability of chemical problems? Can PBL Chemistry Teaching Mode Improve Students' Problem Solving?What is the lack of PBL chemistry teaching model?The study is divided into five sections:The first section is the introduction: the present situation and the significance the research problem, the research purpose,and the research background of PBL teaching mode and chemical problem solving ability at home and abroad.The second section is the conceptual definition and theoretical basis: the definition of PBL teaching model and the ability of solving problem of chemical problem is defined,and the characteristics of PBL teaching mode and inquiry teaching and traditional teaching are compared.The third section is to study the design and experiment process: elaborate research hypothesis, research ideas, and design PBL chemistry teaching model. Through the spss19.0 on the preparation of high school students to solve the problem of chemical quality and reliability of the questionnaire, and design interview outline a more comprehensive understanding of PBL chemistry teaching model. Choose the high school students in Tianjin M secondary school to experiment.The fourth section is the experimental results and analysis: After the implementation of the teaching, the student's ability to solve the problem of chemical self-rating scale, the stage of chemical performance, chemical problem-solving capacity of the data analysis,the use of data validation hypothesis is established.The fifth part is the conclusion and discussion: draw the conclusion and reflection.The conclusions of the study are as follows:(1) prepared by the "high school students to solve the problem of chemical problem"questionnaire through internal consistency and re-test reliability test, the internal consistency coefficient is between 0.8-0.9, with good reliability. The Kolder - Meyer -Olkin and Bartlett measures the validity of Korger - Olkin and Bartlett to obtain the KMO value of 0.913, which is suitable for factor analysis. It is determined by factor analysis that the questionnaire has good validity.(2) Through the comparative analysis of the three chemical results, two months later,the experimental class and the control class chemical performance there is a significant difference, sig (bilateral) 0.000, the average score difference of 5.927, indicating that PBL chemistry teaching model Is conducive to the improvement of student achievement.(3) Analysis of the problem-solving ability of high school chemistry problem can be obtained, the three dimensions of the experimental class before and after the test that the chemical problem to solve the attitude of the chemical problem-solving methods and quality, have significant differences, and before and after the control class There was no significant difference between the experimental class and the control group. Indicating that PBL chemistry teaching model can help improve students' ability to solve chemical problems.(4) Through interviews with students and new and old teachers, the PBL teaching model is welcomed by students and can improve students' interest in learning. New and old teachers also made pertinent comments and suggestions. Old teachers believe that PBL chemistry teaching model of the implementation of chemical teaching requires a period of adaptation. Chemistry teachers need to spend more energy to explore the problem, to maintain the order of the classroom, the current chemical class less, can not meet the PBL chemistry teaching model of the requirements of the school hours.However, the new model of the college entrance examination subjects, PBL chemical teaching methods may be more attractive to students, while more able to exercise students' ability to solve chemical problems.In this study, the PBL chemistry teaching model is constructed and put into practice,and the validity of the PBL chemistry teaching model can be improved by using the questionnaire of chemical problem solving ability and chemical achievement as the basis for analysis. Hoping for PBL teaching model in high school chemistry teaching practice to do bedding.