Research On The Teaching Design Of High School Chemistry Unit Under PBL Mode

China’s general high school education has entered a critical stage of implementation of the new college entrance examination,new curriculum and new textbook reform.On the basis of the emphasis on implementing the core qualities of chemistry,more emphasis is placed on cultivating students’ innovative spirit and comprehensive analysis and problem-solving skills.The unit teaching design under the PBL model emphasizes students’ learning in a realistic and interesting learning situation,guiding them to conduct independent learning and investigation around the core problems and to complete the curriculum learning tasks in the process of independent investigation.The PBL model is a teaching strategy that enables the core literacy goals to be achieved efficiently.This thesis integrates the PBL model in the unit teaching for teaching design and teaching practice,and conducts teaching evaluation.The unit teaching integrating the PBL model has improved students’ independent learning ability,experimental investigation ability,analytical and problem-solving ability and overall literacy.Through the literature research method,the thesis summarises the current status of research on the PBL model and unit teaching design at home and abroad,analyses the relevant concepts and identifies the theoretical basis.The key aspects of unit teaching design under the PBL model are analysed:real-life situations in relation to reality,design of core questions and structured learning activities.Specific teaching processes are designed:(1)analysis of teaching tasks and creation of real-life situations;(2)establishment of teaching objectives and design of relevant problems;(3)design of teaching processes;(4)implementation of teaching;(5)evaluation of teaching.The unit on "Iron and its compounds" is designed as a teaching case,with realistic situations constructed on the basis of the analysis of the curriculum standards,the analysis of the content of the teaching materials and the analysis of the students’ learning situations,and based on the core of chemistry,the teaching objectives of the unit and the teaching objectives of the lesson are determined.A series of questions at different levels are designed based on the teaching objectives,including core,driving and content questions.Follow the designed teaching cases in teaching practice in upper secondary chemistry.Two classes with no significant differences were selected as the experimental class and the control class respectively,based on the analysis of the pre-test student performance and the pre-test questionnaire,and the unit was taught in the experimental class under the PBL model.Finally,the teaching evaluation was conducted through questionnaires and student interviews.The practical teaching evaluation showed that the unit teaching of high school chemistry based on the PBL model was driven by real-life contextual problems and developed a variety of higher-order skills such as collaborative inquiry and hands-on practice,which triggered students to think positively and experience the value of chemistry in the process of problem solving in order to promote the development of their independent learning and lifelong learning abilities.The thesis provides research ideas and presents the research process,which can provide some reference for the general education researchers.However,there are still some shortcomings in this study,which will continue to be studied in depth in the future teaching work.