Research On Problem Design In High School Chemistry Classroom Teaching

In chemistry classroom teaching,teachers’ questions are one of the main ways of two-way communication and thinking collision between teachers and students,and the main way for teachers to get feedback.Effective question design is an important prerequisite for the effectiveness of classroom teaching.In chemistry classroom teaching,reasonable question design can not only help students to systematically internalize knowledge,develop students’ chemical core quality,and activate students’ potential innovation ability and scientific exploration ability.Effective question design is of great significance to the teaching effect of teachers and the learning effect of students.Therefore,the research on question design has always been a hot topic in contemporary teaching.This study is based on classroom observations of 24 Jiangsu Province excellent evaluation courses,mainly studying "effective strategies for problem design in high school chemistry classrooms" and constructing a "high school chemistry teaching design model".The feasibility of teaching strategies and teaching design models is tested through practice.The research process related to the paper is as follows:Firstly,the author analyzed the development direction of education reform and the shortcomings in current chemistry classroom teaching,determined the research method of this article,preliminarily formed the research ideas,and consulted and organized relevant literature on classroom questioning and problem teaching at home and abroad,defining the characteristics of effective questioning.Subsequently,based on the characteristics of effective questioning,this article developed an evaluation scale for effective questioning in high school chemistry classroom teaching.Using Jiangsu Province’s excellent evaluation courses as a sample course,conduct observation records and statistical analysis of observation results.Furthermore,observe and analyze sample lesson examples from different perspectives,and summarize the characteristics of effective problems.Propose effective strategies for problem design in high school chemistry classrooms.(1)Pre class preparation of questions.(2)Reasonably control the number and difficulty of problems.(3)Reasonably set up problem scenarios to improve problem quality.(4)Design appropriate questioning behavior.(5)Provide good feedback and evaluation.And based on research,construct an instructional design model,using "Ethanol" as an example for instructional design.Finally,applying instructional design to teaching practice,conducting analysis of practical results and teaching evaluation and reflection,verified the feasibility of teaching strategies and instructional design models.