Research On The Application Of Problem Pedagogy In Chemistry Teaching In Lhasa High School

With the advancement of the national new curriculum reform,the basic education in Tibet has followed the pace of the whole country and fully implemented the requirements of the national new curriculum reform.Since the region began to promote the new curriculum reform in2010,the majority of educators,especially the majority of front-line teachers,attach great importance to the in-depth promotion of the new curriculum reform,timely learn and master the ideas and requirements of the new curriculum reform,actively improve and boldly try in their respective teaching,and strive to improve the teaching quality.It is found that in promoting the new curriculum reform,"problem teaching method" has been tried by many teachers in teaching practice and has been recognized and agreed.Chemistry is an important part of middle school teaching.It is not only an important basic course,but also a very practical subject.After indepth thinking in the process of learning and research,I believe that the "problem teaching method" is more desirable for middle school chemistry teaching,especially in science teaching including chemistry in Tibet.The reason is that the science foundation in Tibet is weak and the practical teaching conditions are limited.It is very important for students to be good at finding problems,dare to raise problems and solve problems through discussion and under the guidance of teachers.Therefore,my graduate thesis specially focused on the application and effectiveness of problem-based teaching method in Chemistry Teaching in senior high schools in Tibet.In this study,five senior high schools in Lhasa were selected as the model of Chemistry Teaching in senior high schools in Tibet.The research was carried out by means of questionnaire survey,informal discussion and interview,in-depth classroom field research,and summarized by using modern statistical software SPSS.The research of this paper is carried out from the following five parts:The first part is "Introduction" : this part describes the research background,research purpose and methods,research status at home and abroad,the current situation of Chemistry Teaching in Tibet and the research framework of the paper;The second part is "definition and feasibility analysis of relevant concepts of problem-based teaching method" : this part defines the concept of problem and problem-based teaching method and classifies the forms of Classroom Questioning in middle school chemistry teaching through searching,consulting and analyzing the research literature related to this subject in China How Net,Wanfang and VIP databases,and from the needs of chemistry discipline reform under the new curriculum reform,the characteristics of chemistry learning of high school students This paper analyzes the feasibility of the application of problem-based teaching method in senior high school chemistry from three perspectives of chemistry learning ability;The third part is "investigation and Analysis on the current situation of the implementation of problem-based teaching method in senior high school chemistry teaching in Lhasa" : this part investigates the implementation of problem-based teaching method in senior high school chemistry classroom in Lhasa through classroom observation,interview and questionnaire,and makes statistical analysis on the survey data;The fourth part is "problems and Optimization Countermeasures in the implementation of problem teaching method in Lhasa senior high school chemistry classroom" : this part analyzes and expounds the problems and reasons in the application of problem teaching method in Lhasa senior high school chemistry classroom according to the survey data: the impact of gender differences on chemistry learning,language barriers lead to chemical thinking difficulties,lack of interest in chemistry learning,teachers' single understanding of problem teaching method,students only imitate without thinking Teachers and students have not established real equality,and students lack emotional selfregulation;In view of the existing problems,the author puts forward the following Optimization Countermeasures: presenting the chemical model,giving full play to the gender advantages,compiling the school-based curriculum close to the life of ethnic students,enriching teachers' multicultural awareness,paying attention to the in-depth excavation of chemical situations,stimulating students' interest in learning,improving teachers' professional quality,absorbing various education and teaching methods,paying attention to cultivating students' self questioning ability,building a new relationship between teachers and students,and creating a harmonious classroom atmosphere Help students overcome emotional barriers.The fifth part "conclusion and prospect" : summarizes the research of this paper and reflects on the shortcomings of the research.