Research On Problem-driven Teaching Of Junior High School Chemistry Based On Core Concept

The Chemistry Curriculum Standards for Junior High Schools in Compulsory Education(2022 Edition)emphasize that teachers should pay attention to the use of heuristic,inquiry-based,constructive,online-offline hybrid and other diversified teaching methods to promote independent learning and deep learning,and develop scientific thinking ability.Problem-based learning takes "problems" as the carrier,mobilizes students’ enthusiasm for learning chemistry by creating problem scenarios and designing driver-driven questions,helps students solve problems,and cultivates students’ scientific awareness and inquiry ability.Therefore,problem-based learning,as a teaching method that heuristically cultivates students’ mastery of chemical concepts,is of great value to students’ understanding and learning chemistry.The core concepts of chemistry are one of the most important components of chemistry,which plays a guiding role in the learning of chemistry,and learning the core concepts is conducive to deepening students’ understanding of chemical knowledge,constructing the subject knowledge system,and playing a vital role in students’ understanding of the world of chemical substances and developing core literacy.Therefore,the problem-based learning and research of junior high school chemistry based on core concepts can effectively promote the development of teachers’ professional ability and guide the teaching practice of middle school chemistry teachers.In the theoretical exploration part,the literature research method is used to analyze the research status and characteristics of problem-based learning and core concepts,define the relevant concepts,and put forward the theoretical basis for the implementation of problem-based learning,clarify the research purpose and significance of this study,and sort out the research ideas and research methods.Furthermore,the design principles and design skills of problem-based learning are proposed.The core concepts of chemistry in junior high school are screened and classified,and the design ideas of problem-based learning based on the core concepts of chemistry are constructed,which provides a reference for the problem-based learning design based on the core concepts.In the practical inquiry part,through the distribution of questionnaires,the implementation status of problem-based learning in middle school chemistry teaching and the difficulties that may be encountered in the implementation process were understood from the perspectives of teachers and students,and the feasibility of the implementation of problem-based learning in junior high school was predicted.In the later stage,based on the teaching design ideas,two teaching cases were completed,and according to the comments and suggestions of many experts on the cases,the feasibility and teaching effect of the implementation of the two cases were predicted,and corresponding teaching suggestions were put forward for the problem-based learning design based on the core concepts.Based on the above research results,combined with the literature review and expert case analysis,this paper puts forward the research on the implementation of problem-based learning design based on core concepts in junior high school chemistry teaching:(1)the design principles of problem-based learning in teaching implementation;(2)design skills for driving problems;(3)classification and characteristics of the core concepts of junior high school chemistry;(4)problem-based learning design based on core concepts;(5)student assessment strategies for problem-based learning based on core concepts.These teaching strategies are expected to provide theoretical guidance and direction guidance for teachers’ teaching,and help chemistry teachers solve the difficulties in the implementation of problem-based learning based on core concepts,so that the teaching model can be popularized.