Research On PBL Teaching Mode Based On Factual Knowledge Of Chemistry

In today's global integration,competition between countries is becoming increasingly fierce.It is particularly important to update educational concepts,transform educational models,give full play to educational functions,promote the development of innovative education,and cultivate talents with certain core qualities.The core literacy of high school chemistry is an important part of high school students' core literacy.It is a concrete manifestation of students' comprehensive qualities,reflects the basic requirements of chemistry education,and shows the important value of chemistry courses for students' future development.PBL is a teaching model that develops students' innovative thinking and realizes the construction of subject knowledge based on real problem situations and problem solving.Chemical factual knowledge is the foundation for the formation of chemical knowledge and the cornerstone for students to form the core chemistry of chemistry.Therefore,it is of great significance to carry out PBL chemistry teaching research.This study takes PBL teaching of chemical factual knowledge as an entry point,and on the basis of sorting out Chinese and foreign relevant chemical factual knowledge and PBL teaching research literature,explores the theories and core concepts supporting research;This study finds out the deficiencies in the actual teaching through the investigation of the teaching status of factual knowledge in chemistry;According to the basic characteristics of PBL teaching,this study constructed a PBL teaching model of factual knowledge of chemistry,carried out teaching practice,and obtained the results of teaching practice:(1)PBL teaching has changed the teaching status of chemical factual knowledge based on knowledge transfer,enriched teachers' teaching methods and methods,and improved the teaching effect of chemical factual knowledge.(2)PBL teaching emphasizes learner-centered autonomous and inquiry-based learning,which to a certain extent solves the problem of insufficient learning motivation,low cognitive level,and difficulty in applying knowledge in practical situations.(3)PBL teaching promotes teaching activities based on practical problem solving and multiple teaching activity evaluations to make the classroom atmosphere of chemistry factual knowledge learning more active.The thesis is mainly composed of four parts:The first part summarizes the reasons for selecting the topic and the current research situation at home and abroad,and clarifies the purpose and significance,ideas and methods of the research.The second part outlines the theoretical basis on which the institute is based and outlines the relevant core concepts.In the third part,the interview method and test method are used to investigate the current teaching situation,analyze the existing problems and draw teaching inspiration.The fourth part is to construct teaching mode,design teaching plan,carry out teaching practice,and obtain the implementation result.By carrying out the theoretical and practical research of PBL teaching in chemistry fact knowledge classroom,the following research conclusions are drawn:(1)PBL teaching of chemistry fact knowledge is helpful to the construction of chemistry fact knowledge.(2)PBL teaching of factual knowledge of chemistry helps to promote the individual development of students.(3)PBL teaching of factual knowledge of chemistry is helpful to the generation of core literacy in chemistry.(4)PBL teaching of factual knowledge of chemistry helps to improve classroom teaching effect.