Practical Research Of PBL Teaching Mode In High School Chemistry Experiment Teaching

PBL(Problem-Based Learning)teaching model,namely problem driven teaching model,is a problem-centered,teacher-guided teaching model that constructs knowledge system through the form of student group cooperation.Due to it focusing on students’ ability cultivation in the current new curriculum reform,the model has gradually gained the favor of Chinese educational scholars in recent years.Chemistry is a subject based on experiment,and thus experiment is an important way for students to acquire new knowledge and cultivate innovative ability.However,there are many deficiencies in the current chemistry experiment teaching in high school such as single teaching mode,fewer experimental periods and imperfect evaluation mechanism,which are not conducive to the cultivation of students’ practical ability of experiment and innovative quality.PBL teaching model was applied to high school chemistry experiment teaching in this thesis,aiming at building a new type of chemistry experiment teaching model to improve students’ innovative spirit and practical ability of experiment.Based on an overview of the connotation of PBL teaching mode and a study of the current situation of chemistry experiment teaching in high school,the characteristics of PBL teaching mode and traditional teaching mode were identified,and the advantages of PBL teaching mode in improving learning motivation and inspiring innovative thinking were explored.Based on the above theoretical research,a questionnaire for high school students was designed and a high school chemistry experiment teaching process based on the PBL teaching mode was constructed as the following four steps:context-driven problem formulation,problem analysis,group cooperation to solve the problem,and evaluation and reflection of the problem.Using the typical problems of high school chemistry,such as "reaction of sodium peroxide with water","working principle of galvanic cell " and "preparation of ethyl acetate" as the teaching contents,we designed three innovative experiments based on the PBL model,respectively.These experimental teaching cases based on PBL model were designed and applied to the classroom for practical research.The research results were shown as followings:(1)The chemistry experiment classroom based on PBL teaching model has an active atmosphere,and students work together in groups to discuss and solve problems,which significantly improves their understanding of the origin of problems and their ability to transfer and apply knowledge.(2)In the chemistry experiment classroom with PBL teaching model,students have a higher desire for knowledge,and their curiosity drive and cognitive drive are fully stimulated,which is not only conducive to improving students’ learning motivation,but also beneficial to enlightening students’ inquiry thinking.(3)The chemistry experiment classroom based on PBL teaching mode fully demonstrates the principal position of students.Students not only improve their participation and interaction in class,but also fully develop their teamwork spirit and innovation ability,which is conducive to the implementation of students’ literacy development.Therefore,it is feasible to use PBL teaching mode in chemistry experiment teaching of high school,which is an innovative attempt in line with the new curriculum standard concept.Chemistry experiment teaching based on PBL teaching model can not only improve students’ learning motivation,enlighten students’ innovative thinking,and cultivate their core quality of chemistry.At the same time,it also provides a reference for the front-line teachers and a useful attempt for the reform of chemistry experiment teaching in middle school.