Problem Driven Teaching Design And Practice Of Senior High School Chemistry Concepts

Chemical concept is an important basis of chemical knowledge system,and chemical concept in senior high school has always been the focus and difficulty of chemical learning in senior high school.At present,in the teaching of chemical concepts in senior high school,the teacher’s teaching method is mainly teaching method,and the students’ main body status is not prominent,which is not conducive to the understanding and mastering of concepts,and is also not conducive to the improvement of students’ quality.The problem-driven method "problem-driven" can make classroom teaching targeted,enhance the effectiveness of classroom teaching,and improve classroom participation.In the process of finding,proposing and solving problems,help students gradually construct knowledge,cultivate students’ problem awareness and improve their problem-solving ability.Therefore,this study attempts to apply the problem-driven approach to the teaching of chemical concepts in senior high school.First of all,by consulting literature and books,the research status of "problem driven" and "chemical concept teaching" are reviewed respectively,the concept connotation is clarified,and its theoretical basis is studied.Then,by means of questionnaire and interview,we can understand the current situation of chemistry concept teaching in senior high school and the implementation of problem-driven teaching method,and analyze the feasibility of the implementation of problem-driven teaching method in chemistry concept teaching in senior high school.Then,based on the existing research and current survey results,the strategy of using the problem-driven method in the teaching of chemical concepts is proposed from the aspects of the creation of question situations,the design of question strings,the cultivation of students’ question awareness,and the guidance of students’ active answers.Finally,the two concepts of "oxidation-reduction reaction" in Section 3 of Chapter 1 and "molar volume of gas" in Section 3 of Chapter 2 of Senior High School Chemistry Compulsory Volume I of Senior High School Chemistry for Human Education Edition were selected for teaching design,and classroom teaching practice was carried out for one or two senior classes in the internship school.At the end of the practice,special tests were conducted for two classes and interviews were conducted with students in some experimental classes.The practice results show that the problem-driven teaching method can promote students’ learning of chemical concepts to a certain extent,help students construct chemical concepts,improve students’ learning interest and problem awareness to a large extent,and help improve students’ core quality of chemistry.Therefore,the problemdriven teaching method is worth popularizing and applying in the teaching of chemical concepts in senior high school.