| Problem-solving ability is the necessary character and key ability of new talents in the 21 st century.People living in the 21 st century not only need to acquire basic knowledge and basic skills,but also use rich knowledge and skilled skills to form problem-solving abilities.Regardless of what kind of materials are present in the chemistry class,what kind of activities are performed,and the goal is to raise questions to trigger students’ thinking.When teachers design teaching,they want to connect the teaching problems in a reasonable and orderly manner in order to achieve an efficient classroom.This requires a tool-problem continuum theory.The use of problem continuum theory as a framework for instructional design can,on the one hand,improve the teacher’s foothold,give full play to the teacher’s creativity,and enhance the teacher’s teaching design.On the other hand,it can highlight the student’s subjective status and contribute to Good thinking habits development,enhance exploration and innovation.On the basis of summarizing the related literature on problem solving and problem continuum both at home and abroad,the concept definition of teaching problems,continuous body thinking in the teaching,problem continuum is defined,and the relationship between problem solving and problem continuum is clearly identified.Next,30 teachers from 3 different levels of school were selected as the survey subjects to investigate the teaching situation of chemistry problems in senior middle schools.The analysis found that the vast majority of teachers affirmed the effect of problem-based teaching methods and focused on students’ ability to solve problems.Common problem situations guide students to think positively,but it is generally difficult to reflect the hierarchical design of problems.Then,in order to provide theoretical support for teacher design problems,and based on the design concept of problem continuum analysis,the design of the five types of problems is elaborated from the teaching goal positioning and design principles.Based on this,the teaching cases of “redox reaction”,"iron’s important compounds" and "sulphur dioxide" is designed.The study can draw the following conclusions:(1)Due to limitations in classroom teaching time,class size,and teacher’s theoretical knowledge,high school chemistry teachers must have a clear-cut problem based on the teaching objectives and set the stage between problems.(2)The problem continuum is used in chemistry teaching,the frequency of students’ questions is increased,the enthusiasm for learning chemistry is increased,and the ability to systematically and structurally analyze students’ chemistry knowledge can be promoted.(3)The problem continuum used in chemistry teaching can play an active role in cultivating students’ problem awareness,and can open up students’ thinking,allowing students to shift their focus from chemical knowledge to practical problems.(4)As a tool for design problems,problem continuum can provide theoretical guidance for front-line teachers,improve their problem design capabilities,and standardize their instructional design. |
