Research On The Status Quo Of Junior High School Students' Chemistry Questioning Ability And Teaching Strategies

The ability to ask questions in chemistry is the primary core competence of scientific inquiry ability in the chemistry discipline.Play a key role in scientific inquiry.On the basis of previous studies,four common chemical situations were set up in the test volume based on the common life,experiment,and scientific and technological contexts,respectively,to form a test volume for chemical problem-solving.The ability of junior high school students to ask questions is very important.This ability can determine the learning status of students in the process of junior high school.For chemistry learning,effective questioning is the key to learning chemistry,and it is also the guarantee for students to learn effectively in the future learning process.It is also a prerequisite for a solid understanding of chemical knowledge.The theoretical research results of this study are:Defining the core concepts of questioning ability,chemistry problem,and chemical questioning ability;combing out the ability elements of junior high school biochemical questioning ability are: "chemical problem consciousness ability element,chemical problem quality ability element,expressing chemical problem ability element,evaluation of chemical problem ability Elements." On this basis,the evaluation index of chemistry questioning ability is constructed.The status quo of junior high school students' chemical questioning ability is tested and analyzed.The corresponding training strategy is proposed.According to the teaching strategy,the teaching model of cultivating junior high school students' chemical questioning ability is designed..The research conclusions of this study are:First of all,the current situation of junior high school students' chemical questioning ability is investigated.The result of the survey is that the junior middle school students' chemical questioning ability is at the lower middle level.Secondly,the corresponding teaching strategies for teaching status are as follows:1.The training strategy of junior high school students' conscious ability factors of chemical problems 2.The training strategy of the ability factors of junior high school students' chemical problems 3.The training strategy of junior high school students' ability to express chemical problems 4.Cultivating strategies for junior high school students' ability to evaluate chemistry problems 5.The overall training strategy for junior high school students' chemical questioning ability.According to the status quo,the teaching design case was designed for teaching reference using the corresponding teaching strategies.In the end,the lack of reflection,due to my limited research level,there is still much room for improvement in the relevant research content of this paper,and the relevance of the teaching strategy needs further consideration.At the same time,the establishment of the model of chemical questioning ability is based on three aspects: combing the literature,suggesting the instructor,and independent research and development.However,the accuracy of the components of the chemical questioning ability needs to be further explored.The evaluation index and the corresponding evaluation test tools for junior high school students' chemical questioning ability still need to be continuously explored and improved."Sample instructional design" also needs further systematic review,and through the teaching practice to verify the rationality and timeliness of the design,in order to achieve deeper improvement and improvement.