Research On The Strategy Of Solving Problems Based On The Core Accomplishment Of Chemistry

Problem-solving strategy is a general term for the strategy that people use to search problem space and select operator series in the process of solving problems.Chemical problemsolving strategy refers to a series of methods or strategies adopted in solving chemical problems.The level of chemistry problem-solving ability can reflect how much students master and use chemistry knowledge,and also reflect the thinking height of students in the process of solving problems,which is the ability students must learn and master.Problem-solving ability is one of the manifestations of chemistry problem-solving ability,and it plays an important role in it.The Chemistry Curriculum Standard for general high schools(2017 edition)states that “Practical problems can be analyzed and solved from a macrocosm and microcosm perspective.”;“It can analyze chemical change dynamically from many angles and solve simple practical problems by chemical reaction principle.”;and “It can discover and come up with probing questions.” Thus,the ability of solving chemical problems has become a strong demand of the times for students.This study is divided into the following four parts.The first part is the stage of theoretical research.Based on the collection,analysis and summary of the relevant literature,this paper mainly expounds the reasons for the selection of topics,introduces the background of this study,the status quo and other research contents.It briefly summarizes the main contents and ideas of this study,on the basis of this,the paper expounds “problem-solving strategy”,“core literacy”,“Chemical Discipline Core Literacy” and related theories,and lays a theoretical foundation for the next stage of research.The second part is the investigation results and the analysis on it.Requirements and changes of students' chemistry problem-solving ability in the college entrance examination syllabus in the past six years,case analysis was used to analyze the development and implementation of the typical questions in the college entrance examination.Secondly,the development of the core literacy and the strategy of solving problems,as well as the implementation of the development of the core literacy of the chemistry discipline in the strategy were investigated by some senior one students and some chemistry teachers who have been teaching for more than ten years in Hanzhong.Finally,taking “redox” as an example,the results.The third part is the practice part.According to the learning situation of the students in the practice school and the teaching class,the author designs the redox reaction test question of “giving the equivalent capital” based on the core literacy of the chemistry discipline,and carries out the pre-test of teaching,the next is to optimize the teaching design according to the test results,and the last is to carry out the contrast experiment with the teaching class that the author takes,and carry out the post-test to get the conclusion.The fourth part is the conclusion and reflection part.Through to the investigation result analysis reorganization obtains this research main conclusion.The research shows that: compared with the traditional exercise class,the “literacy-based” exercise class can help the students to understand and remember the knowledge better when the students are at the same level of learning,and master the corresponding problem-solving methods,and develop students' macro identification and micro analysis,change concept and balance thought,evidence reasoning and model recognition "Knowledge" and other core knowledge of chemistry.The last part of the thesis is to analyze the shortcomings of this research and make a prospect for teachers' future teaching.