Applied Research Of Problem-Based(PBL) Teaching In The Experimental Teaching Of Chemistry In High School

Chemistry is a natural discipline based on experiments,and experiments are an important way for students to learn chemistry and conduct scientific inquiry.In the context of adapting to the new curriculum reform,this study attempts to combine the problem-based learning mode with the teaching of chemistry experiment in the first year of high school,and constructs the basic structure of the first year chemistry experiment teaching based on the PBL teaching mode,so as to enable students to establish their own knowledge system,improve students’ interest in chemistry learning,and cultivate students’ problem-solving ability.This paper first uses the literature research method to analyze the research status of problem-based teaching and chemistry experimental teaching,clarifies the connotation and basic characteristics of problem-based teaching,and lays a theoretical foundation for further exploring the application of problem-based teaching in chemical experimental teaching.Secondly,the current situation of PBL teaching in chemistry laboratory classroom was understood through questionnaire survey,which provided data support for the analysis of research content and results.Then,the experimental content of the compulsory high school chemistry course 1 of the People’s Teaching Edition was analyzed and sorted out,the basic structure of PBL teaching was constructed by combining the characteristics of PBL teaching mode and chemistry experimental teaching,and three different types of experimental design teaching cases were selected based on the teaching mode and applied to the actual classroom teaching.Finally,through practical research,the influence of PBL-based teaching mode on students’ learning effect in chemistry experimental teaching in high school is explored.Survey research and analysis show that most students have a certain interest in chemistry,but under the influence of traditional teaching mode,students’ autonomy in learning is not good,and their ability to ask questions and solve problems is weak.Due to the heavy teaching tasks,uneven basic level of students and the influence of examination-oriented education,teachers have less in-depth research on PBL teaching mode.In the actual classroom teaching,the difficulty of the problem is set unreasonably,the teaching evaluation is single,and the problem-based teaching mode is difficult to take root.After the teaching practice,the short-term effects were analyzed based on the written quiz results,questionnaire data and the scale of students’ interest in learning chemistry experiments,and it was concluded that the PBL-based teaching model helped students transfer knowledge,improve their interest in learning,develop thinking quality and enhance their problem awareness and problem solving ability.