Research On Task-based Learning Mode To Cultivate Students’ Chemistry Problems Solving Ability

With the increasing demand for comprehensive talents in the society,the students with heavy knowledge and light ability cultivated by the traditional teaching model can no longer meet the needs of social development.The task-driven teaching mode,as a kind of new teaching mode supplemented by students’ self-fulfilling tasks as the main teacher,has been paid more and more attention by experts and scholars in recent years.The 21 st century is an era of skill economy,in which problem-solving ability is an important part of the skills of the 21 st century.For chemistry subjects,students’ ability to solve chemical problems is also an important part of the core literacy of students.Therefore,the effective cultivation of students’ chemistry problem solving ability has become a difficult point for many chemistry teachers and experts and scholars to break through.Then,the task-driven teaching model that has been widely concerned by scholars in recent years is applied to the chemistry classroom teaching.Can this problem be effectively solved? This study attempts to construct a task-driven teaching model suitable for high school chemistry classroom teaching,and apply this model in practical chemistry teaching.Then,through the chemistry problem solving ability questionnaire,the experimental class can be tested for changes in chemical problem solving ability before and after the experiment.This study is mainly divided into five parts:(1)Introduction: Explain the research background,research summary,research problems and methods,research purposes and research significance of this paper.(2)Concept definition and theoretical basis: define the related concepts of task-based learning mode and chemical problem solving ability,and expound the relevant theoretical basis.(3)Research and design process: Explain the research hypothesis and research ideas,and construct a task-driven teaching model suitable for high school chemistry classroom teaching.The “High School Students’ Chemical Problem Solving Ability Questionnaire” was compiled and tested for reliability and validity by SPSS 17.0.Students from a middle school in Guiyang City were selected for comparative experiments,and the chemistry scores before and after the experiment were recorded.The interview outline was designed to understand the teachers’ and students’ attitudes toward the task-based learning model and the advantages and disadvantages of the model.(4)Experimental results and analysis: After the teaching practice,the students’ problem-solving ability questionnaire,problem-solving ability evaluation scale,and chemical scores are analyzed,and the data is used to verify whether the relevant experimental hypothesis is established.(5)Research conclusions and prospects: draw conclusions and make predictions.This study draws the following conclusions through a one-semester experiment:Conclusion 1: For the “High School Students’ Chemical Problem Solving Ability” questionnaire compiled by this research,the Cronbach’α coefficient of each dimension is greater than 0.7,which has a good reliability.Conclusion 2: The task-based learning mode helps to improve students’ chemistry problem solving skills.According to the data analysis of the questionnaire,there are significant differences in the six dimensions of the experimental class,but there is no significant difference in the six dimensions of the contrast class.Conclusion 3: Through interviews with students,it is learned that the application of task-based learning mode to high school chemistry classroom teaching is very popular among students.Through interviews with teachers,it is learned that using task-based learning mode for chemistry teaching is costly,but it benefits to improving students’ comprehensive literacy of chemistry.Conclusion 4: The task-based learning model helps to improve students’ chemistry scores of paper.Through the analysis of the chemical results before and after the test,the difference in the scores before and after the experimental class was significant,but the difference in the scores before and after the contrast class was not obvious.On the basis of already research results,this study further constructs a task-based learning model suitable for high school chemistry teaching and puts it into practice.However,due to insufficient application ability,short experiment time and few experimental samples,the experimental conclusions still need to be improved in further research.I hope this study can be useful and provide a favorable reference in applying the task-based learning mode in high school chemistry teaching and cultivating students’ chemistry problem solving ability.