Practical Research On Problem-Solving Teaching Model In Junior Middle School Chemistry

Based on the society's demand for comprehensive talents and the development of quality education based on new curriculum concepts,teaching should focus on cultivating students' scientific inquiry consciousness and problem-solving ability.This article applies problem-solving teaching models to the teaching of junior high school chemistry.Through the creation of a series of situations,students are inspired to learn chemistry in the form of problem strings,and students are organized to solve problems in group cooperation and scientific inquiry,so as to improve students' problem-solving ability and cultivate students' chemistry science literacy and spirit of cooperation.Finally,the overall sublimation of students from ability to personality is realized.This paper contains the following six parts:Part 1:Introduction.By reviewing and analyzing the current research status of problem-solving teaching models at home and abroad,it is found that problem-solving teaching models are used more in experimental classes,but there are fewer practical researches on the factual and theoretical knowledge of chemistry in junior high schools.Therefore,this paper Introduce the problem-solving teaching model to the junior middle school chemistry theory course teaching for practical exploration,and determine its related research content and plans.Part 2:Theoretical overview.This paper defines the concept of "problems,problem-solving and teaching models,educational theory" involved in the above research content,expounds the relationship between educational theory and research content,and lays a theoretical foundation for subsequent teaching practice research.Part 3:The construction of the problem-solving teaching model.Based on the principles of educational theory,the implementation principles and key points of the problem-solving teaching model are put forward.This thesis designs the problem-solving teaching model of the trinity of situation creation-problem setting-cooperative exploration.Part 4:Case design.The typical chemical factual theoretical course content "Combustion and Extinguishing","Formation of Solution" and "Saturated and Unsaturated Solution" in the junior high school chemistry textbook published by the People's Education Edition are used as implementation cases for teaching and practical research.According to the main line of teaching,all the knowledge points to be mastered in each lesson are transformed into multiple questions.Teachers create situations to throw questions to students,students think and communicate,and obtain answers to questions through the method of group cooperative inquiry,and then build a chemistry knowledge system.On this basis,students'problem-solving skills have been improved.Part 5:Investigation and analysis of practical results.The effect of teaching practice is evaluated from three aspects:student performance,questionnaire survey,and teacher-student interviews.Using SPSS software to analyze and compare student scores(full score of 60 points),it is found that the average score of the experimental class after practice is 38.90 points,and the average score of the control class is 34.08 points,there is a big difference in scores.The results of questionnaire surveys and teacher-student interviews show that the experimental class students are significantly better than the control class in terms of learning interest and enthusiasm,learning style,and problem-solving ability.Part 6:Conclusions and prospects.The problem-solving teaching model helps students master knowledge points and improve chemistry scores;it helps cultivate interest and enthusiasm for learning,and promotes students to participate in classroom interaction;it helps to cultivate students'problem representation ability,analysis and understanding of problems.Therefore,this research has a certain positive effect on the cultivation of students' problem-solving ability,and it is expected to provide reference for the teaching of frontline teachers.