Problem-oriented Inquiry Teaching Of Chemistry Experiment In Senior High School

The 21 st century is an era of attaching importance to education,and rejuvenating the country through science and education has become one of China’s basic national policies.With the deepening of the new curriculum reform,the purpose of classroom teaching is no longer just to let students understand the basic theoretical knowledge,but also to make their comprehensive quality fully developed.In the chemistry curriculum,the experiment is carries on the chemistry basic quality education to the student one kind of main way.Exploratory experimental teaching is that teachers guide and help students to observe experimental phenomena,design programs independently,carry out experiments in groups,record data,summarize and so on.This process can not only enable students to master chemical knowledge and experimental operation skills,but also enhance students’ comprehensive ability.Since the new curriculum reform,there have been many researches on high school chemistry experiment teaching,but there has not been any research on problem-oriented high school chemistry inquiry experiment teaching.In order to make the experimental teaching effect better,this topic uses the context of the design problem to stimulate students’ thinking,and uses the way of discussion to produce a new experimental scheme,and finally carries on the experimental confirmation or falsification.This inquiry teaching process can not only effectively improve students’ problem awareness,but also truly implement the quality-oriented chemical experiment classroom.Problem-Oriented High School Chemistry Inquiry Experimental Teaching Practice Research First of all,from the new curriculum reform and new curriculum requirements discusses the background of the study,and through literature analysis,combing the research status of inquiry experimental teaching at home and abroad,to determine the ideas and methods of this study;Secondly,through the questionnaire survey and interview,the present situation of inquiry experiment teaching in Ziyang middle school and the reasons affecting its effective implementation are investigated and studied.The existing problems in the teaching of chemical experiments in Ziyang middle schools are as follows: teachers’ backward teaching concepts do not attach importance to experiments,the influence of traditional examination-oriented education leads to the emphasis on scores and the neglect of literacy,the fear of wasting time in order to catch up with the teaching progress,chemical experiments become a mere formality,and theory is divorced from practice;Finally,combining with the actual situation of inquiry experimental teaching in Ziyang Middle School,taking problem solving,constructivism and zone of proximal development theory as the theoretical basis,carrying out the guiding ideology of heuristic teaching,following the principles of activity,subjectivity and moderation,the implementation model of inquiry experimental teaching oriented by problems is constructed.To explore the warm baby fever principle,to explore the nature of methane,to explore the principle of children falling cannons three inquiry experimental teaching as an example,the practice of teaching research.This paper analyzes,summarizes and reflects on the pre-test and post-test scores,revises and improves the problem-oriented strategy of inquiry experimental teaching in high school chemistry,which embodies the quality-oriented experimental teaching with learningcentered,self-construction as the way and innovation as the driving force,hoping to provide reference for inquiry experimental teaching in high school chemistry in the future.The Problem-oriented inquiry-based experimental teaching mode is applied to the high school chemistry experimental teaching of the New Education Press,and the following results are obtained:(1)Improve students’ chemistry achievement.After adopting the inquiry-based teaching mode in the experimental class,test papers were prepared according to the teaching content for testing.It was found that the correct rate of the experimental class increased from43.4% to 75.5% before and after the implementation of the case,and the average score of the experimental class was higher than that of the control class,indicating that the inquirybased experimental teaching mode has achieved good results,which is helpful to improve students’ chemistry scores.(2)To improve students ‘abilities.Through the design of the pre-test questionnaire to investigate the students’ independent inquiry ability,experimental ability,etc.the students feedback their own skills have been greatly improved,learning efficiency has been generally improved,and the interest in chemistry learning has gradually increased,the ability has been rapidly improved.(3)It is conducive to breaking through the key points of teaching and solving difficulties.The experimental teaching based on inquiry-based teaching mode highlights the characteristics of chemistry as an experiment-oriented discipline,from the classroom to the laboratory,guiding students to discover problems,put forward hypotheses,design experimental programs,explore and verify the authenticity of hypotheses,and truly realizes the transformation from saying experiments,watching experiments to doing experiments.The introduction of problem-oriented inquiry experimental teaching mode is not only helpful to cultivate students’ ability to analyze and solve problems,but also helpful to solve the key and difficult points in teaching.(4)Improve teacher-student relationship.Problem-oriented inquiry teaching mode emphasizes the concept of student-centered,teacher-assisted in high school chemistry experiment teaching.Teachers and students interact actively in the classroom,provide help to students who cannot solve the problems,give the initiative of the classroom to students,and the relationship between teachers and students is harmonious and harmonious.Practical research shows that the problem-based inquiry teaching mode in high school chemistry experiment teaching conforms to the concept of the new curriculum standard,changes students’ learning attitude,achieves good learning results,develops students’ comprehensive skills,cultivates students’ chemistry core literacy,and truly implements the literacy-oriented teaching concept.