Under The Background Of The New Curriculum, The Problem Of Structural Deficiencies In Junior Middle School Chemistry Textbooks And Its Teaching Implications

Under the new curriculum reform, improving the students' scientific literacy comprehensively is the core content, which can cultivate talents with innovative spirit and practice ability and will be the consensus of current science education. Survey shows: Students' innovation ability and practice ability in our country has obvious flaw under the "exam-oriented education". According to the study, ill-structured problems of teaching is to enhance the students' ability of innovation and practice of a important way the teaching implementation of ill-structured problems solving depends on the school education. So, correct understanding of the ill-structured and well-structured problems is very necessary. Informally, ill-structured problems is the open questions,which solving can develop the students' thinking, innovation and practice ability, etc. But, well-structured problems always is rigid and no innovation, which have standard answer and a single solution.Textbook which centrally reflecting the course content provides guarantee for the development of school education and is the main media of the teachers to carry out teaching activities. So, Ill-structured problems must be familiar to teachers in the teaching material which is the basis of the implementation of the teaching of ill-structured problems solving. So, is there ill-structured problems in junior high school chemistry textbook under the background of new curriculum reform? What kind of distribution is? How the number of? What is the characteristic? So, how to improve the problems is particularly important.Based on the related literature of ill-structured problems on the basis of combing, paper sort and analyze the ill-structured problems. By reference to the two version of junior high school chemistry textbook which is used by different regions in shanxi province, and the conclusion is following.1.The problems of the corresponding columns in the two version of junior high school chemistry textbook contains a certain amount of ill-structured problems, but different section contains different percentage of ill-structured problems.2. By comparing the number of percentage of ill-structured problems is more in People's education press than in Science and Guangdong education press.3. The number of ill-structured problems in People's education press is more than Science and Guangdong education by Comparing percentage.(the percentage of ill-structured problems in all problems of first and second volume.)4. The characteristics of the two editions of ill-structured problems are concentrated in two dimensions which the answer is varied. Open or no answer but Related to real life situations.In order to effectively implement the teaching of ill-structured problems solving, the author throw out the following three proposals:First, ill-structured problems should be studied and researched by teachers in depth. At the same time play designers of ill-structured problems and a good supporter and guide for student to solve the problem of ill-structured problems. Second, textbook writers should give full play to the role of the column and set up a suitable ill-structured problems In the critical period and the consolidation phase. The third point, education administrative agencies should invest heavily in basic education to eliminate the teachers' concerns for teaching facilities and resources key and consolidate stage setting for the formation of knowledge structure of bad problems.Finally,ill-structured problems can not be ignored by students and their parents,in the process of learning to cooperate with the teacher of ill-structured problem solving teaching,actively complete the corresponding learning tasks.