Research On Teaching Strategy Of Problem Situation Creation In Inquiry-based Teaching Of Chemistry In Senior High School

With the development of the new curriculum reform in China,the research of inquiry teaching should not only improve students’ inquiry consciousness,but also cultivate students’ ability to use knowledge to solve problems in real life.The creation of problem situation in inquiry teaching is a teaching strategy that integrates the phenomena related to chemistry in social production and life with the chemical knowledge to be learned in class,and enables students to actively and efficiently master chemical knowledge in the process of inquiry,so as to cultivate students’ awareness of inquiry and problem-solving ability.Firstly,this study expounds inquiry teaching,problem situation creation and related theories,and then conducts a questionnaire survey on teachers and students of 2 high schools in Baicheng City,Jilin Province and Xingan League,Inner Mongolia.It is found that there are some differences between teachers and students in how to create problem situations in inquiry teaching,teachers’ incomplete grasp of inquiry teaching in question creation situations,and the curriculum resources provided by schools for teachers are not rich enough,which also shows the importance of applying this teaching strategy in high school chemistry classroom.Based on the constructivism teaching theory,Ausubel’s cognitive-assimilation learning theory and Li Jilin’s situational teaching model,this study combined with the current situation of high school chemistry teaching,proposed the strategies and principles to create problem situations in inquiry teaching.At the same time,three teaching design cases of inquiry teaching based on the creation of problem situations are designed,which are REDOX reaction,Sodium carbonate and sodium bicarbonate,and the nature and application of chlorine gas.On the basis of this teaching strategy,two parallel classes in a middle school are taught.By comparing the chemistry scores of the two classes,it is found that the difference between the experimental class and the control class is gradually increasing.The results show that creating problem situations in inquiry teaching can effectively stimulate students’ interest in learning chemistry,increase the opportunities for communication and discussion between teachers and students,and also help develop students’ core quality of chemistry.This study is expected to provide some reference for the teaching of chemistry teachers in senior high school.