Research On Pbl Teaching Practice Of Senior One Chemistry Based On Subject Ability Development

From the content of a series of educational reform documents promulgated in the past ten years,it can be seen that the direction of my country’s basic education reform is shifting from the past teacher-led to student-centered teaching,emphasizing the development of students’ key abilities."Chemistry Curriculum Standards for General Senior Schools(2017 Edition)" puts forward chemistry subject literacy for the first time,and subject ability is the core component of core literacy,and the development of chemistry subject ability is the only way to implement the core literacy of chemistry.PBL(Problem Based Learning)teaching uses real problems to create situations,and students solve problems through group cooperation,and finally master subject knowledge and develop various abilities,which is very consistent with the current teaching reform direction.In this study,the author explores the PBL teaching mode in depth,uses real problems to combine the chemistry subject ability and PBL teaching,builds a PBL teaching model based on the chemistry subject ability,and designs corresponding teaching cases,so that the chemistry subject ability can be used in the classroom of PBL teaching developed on.This study mainly includes five parts: the first part analyzes the research background of chemistry subject ability and PBL teaching,sorts out the research status of chemistry subject ability and PBL teaching,and determines the research purpose,research ideas and research methods.The second part defines the concepts of chemistry subject ability and PBL teaching based on previous research results,and selects constructivism theory and target classification theory as guidance.The third part determines the elements of chemistry subject ability,interprets the structure,key elements and general teaching process of the PBL teaching model,and constructs the PBL teaching structure based on chemistry subject ability from "organizing study groups" to "summarizing evaluation" and other links Concrete model.The fourth part conducted a questionnaire survey on chemistry learning among the first-grade students.It was found that the students in this grade had a relatively weak foundation in chemistry learning,and their study habits were not good enough.good.Based on the above survey,four teaching strategies are proposed:1.Connect with real life and other materials,create real problem situations,and improve learning interest;2.Integrate chemistry subject ability,design driving problem chains,and promote ability development;3.Combine guidance Learning cases,data cards,etc.,to help master knowledge;4.Conduct multiple evaluations to correctly guide the development of chemistry discipline ability.The fifth part selects two teaching contents of "chlorine and its compounds" and "metal materials" for teaching design based on the constructed teaching model and proposed teaching strategies.In teaching case 1-"chlorine and its compounds" and teaching case 2-"metal materials",the disinfection principle of "84" disinfectant and the development of metal materials in automobiles are used as the scenarios respectively,and the teaching case based on the ability of chemistry is constructed.The PBL teaching model embodies the teaching steps into five links of "creating problem situations → asking questions →exploring problems → solving problems → evaluating and reflecting",and promotes the development of students’ chemistry subject ability through teaching practice.Using the pen-and-paper test method to collect,analyze,and compare the data of students’ chemistry subject ability test results,it is found that the PBL teaching mode of this study has a certain effect on the development of students’ ability of analysis and interpretation,inference and prediction,generalization and association,identification and memory,and explanation and argumentation.Collect the first-line teachers’ comments on PBL teaching,and conduct interviews with students about the acceptance of PBL after the teaching practice,and find that the PBL teaching mode has been affirmed and accepted by teachers and students in the front-line classroom teaching.