| The reform of education and teaching requires the cultivation of students’ proactive learning attitude,comprehensive abilities such as problem analysis and solving,communication and cooperation,so that the process of acquiring knowledge and skills also becomes a process of learning how to learn,developing core competencies,and forming correct values.The 2017 revised curriculum standard has made "chemical reaction principles" a selectively required course,which has increased its importance in high school chemistry systematic teaching.Therefore,the connection between required and selectively required courses has become the focus and difficulty in high school chemistry teaching.This paper follows the trend of reform,combines the requirements of the new curriculum standards,and the characteristics of the connection between required course two and selectively required course one in the new edition of People’s Education Press textbook,to explore effective strategies for high school chemistry teaching using PBL teaching method and flipped classroom.By doing so,it aims to implement the requirements of the reform,follow the law of student development,and achieve the development and improvement of students in learning methods,abilities,and competencies.This study first defined relevant concepts by searching and organizing literature,clarified the supporting role of discovery learning theory for this study in terms of theoretical research,and summarized and analyzed the research status of PBL teaching method,flipped classroom,and linking teaching and their related combination and application in China and abroad.Afterwards,the study investigated the learning status of students on linking content and the understanding and implementation of PBL teaching method and flipped classroom by teachers,preliminarily confirming the necessity of implementing this model.Then,the study outlined the teaching procedures of PBL teaching method and flipped classroom,dug out the effective integration points of the two,and created a PBL-assisted flipped classroom linking teaching model combined with the characteristics of linking content.Subsequently,two sections of four class hours,namely "chemical equilibrium" and " primary cells,"were selected as practical cases based on the characteristics of chapter content and the school’s teaching progress,and two parallel classes with similar grades were chosen as research objects in a middle school in Zhengzhou city.The experiment class implemented linking teaching with the PBL-flipped classroom model,while the control class used the traditional teaching method of lecture and practice after class.At the end of the experiment,the development status of the two classes was evaluated through methods such as paper-based tests,questionnaire surveys,and interviews.Research shows that students have a high degree of love and acceptance for PBL-assisted flipped classroom connection teaching.This teaching model not only improves students’academic performance but also transforms their learning methods and attitudes.It enhances their comprehensive abilities,such as independent thinking,problem-solving,information processing,collaboration,and communication.This mode of teaching cultivates systematic thinking and enhances their perception and innovative awareness of the core competencies of change and balance in the discipline of chemistry.Therefore,it confirms the effectiveness and practical value of PBL-assisted flipped classroom teaching in the connection teaching of high school chemistry.Finally,this article reflects on its limitations and proposes suggestions for implementing PBL-assisted flipped classroom connection teaching.It aims to provide references and guidance for frontline educators. |
