The Construction And Application Of The Smart Class Based On The "Learning Of Problem" Mode In Junior High School Chemistry Teaching

In recent years,with the continuous improvements in information technology(IT)field,a wave of educational informatization reform with representative elements including "Internet plus",“big data” and “artificial intelligence” technology,has been set off from top to bottom in the education field.With the arrival of the IT time,"information technology plus education" has already become a novel and inevitable trend.The practice of using information technology to assist education and teaching has been carried out in full swing.As a typical application of modern integrative technology,smart classroom has been widely used in China and even the world.In this context,this study was to explore a new classroom teaching mode in chemistry class of junior-middle school using wisdom devices and the “problem of learning”teaching mode.The research methods used in this study include literature research,definition review,questionnaire survey,interview and experimental research.Firstly,this paper analyzes the research progress in “problem of learning” and “smart classroom” at home and abroad,and introduces the concepts and characteristics of “problem of learning”,“teaching mode” and “smart classroom”,all of which lie a theoretical foundation for the study design.Secondly,the smart classroom teaching mode based on“problem of learning” is described through teaching cases aiming to present the connotation and practice process of the new teaching mode.Finally,the teaching results of experimental class and control class were compared to verify the effectiveness of the new teaching method.This paper expounds the research background,question raising,research purpose and significance,research design,methods and key ideas.This paper reveals the research status of “problem of learning”and wisdom classroom at home and abroad.The concepts and characteristics of “problem of learning”,teaching mode and smart classroom are sorted out,and the theoretical basis and enlightenment for education are discussed.Before the implementation of intelligent classroom teaching mode based on “problem of learning”,the students’ real learning situation was investigated through questionnaire survey,and the curriculum outline of junior middle school chemistry was sorted out.This paper analyzes the elements of intelligent classroom teaching design model from five aspects: teaching environment,teaching tools,teaching objectives,teaching activities and teaching evaluation.Guided by the above five elements,this paper further discusses the implementation plan of teaching activities from three perspectives: pre-class,in-class and after-class.The author take the chapters "Saturated and unsaturated Solutions" and "Properties of Carbon dioxide" as examples.The corresponding teaching contents and teaching objectives are designed,and the implementation process of intelligent classroom teaching mode based on “problem of learning” is explored.Five months of teaching practice exploration was carried out in the school where the author works.In the practice process,experimental research,questionnaire survey and interview were adopted to analyze the pre-test and post-test students’ test scores,pre-test and post-test students’ questionnaire survey and teacher interview,so as to obtain the corresponding practice results and finally conduct in-depth analysis.The conclusions,innovations and problems encountered in the research process are briefly described,and the prospects for the near future are put forward.It is found that the smart classroom teaching mode based on the “problem of learning” overcomes the disadvantages of the traditional classroom teaching modes,realizes the initial aims including the intelligent teaching and learning,problem awareness,personalized learning.From the dimension of learning motivation,students’ inner driving force to find and solve problems has been provoked,which activated their learning interests and ambitions.From the dimension of learning engagement,the cooperative and interactive spirits of the students were improved,which was good for them to explore new problem solving methods and enforce analysis ability.From the learning results analysis,we could see that the students’ awareness and ability of deep integration of IT technology and chemistry problem learning was largely improved.