Research On The Application Of Problem-based Teaching In High School Chemistry Revie

In the basic concept of curriculum in the Chemistry Curriculum Standards of General High Schools(2017 edition),it is put forward to pay more attention to "literacy-based" teaching.Pay attention to the creation of problem situation,through this way to promote the implementation of students’ chemistry core literacy.Compared with the new teaching,the review class requires students to internalize and flexibly use the knowledge,which also provides conditions for the implementation of core literacy.Through a large number of theoretical research and analysis,this paper carries out the application research of problem situational teaching in different review stages of high school chemistry,which plays a very important role in enriching the theoretical and practical levels of curriculum reform.At the same time,it also provids reference teaching cases for the majority of first-line high school chemistry teachers in the same situation for different review stages.Through searching for a large number of relevant literature,the current research status of relevant topics was understood,and the core concepts such as problem,situation,problem situation,problem-based situational teaching,review and so on were defined.With the help of questionnaire survey for high school chemistry teachers in the review class problem situation teaching situation and understanding,the results showed that most teachers for the understanding of problem situation teaching was not high,and the method of using problem situational teaching in the review class was insufficient.Therefore,in order to increase the application and popularization of the problem situational teaching in the review class,the application principles and strategies of the situation in the review class were studied.Mainly used the literature research method,queried the relevant literature,collected the use of problem situational teaching cases in the review class,summarized them,and analyzed the design process,situation selection,summarized the application principles of the situation in the review class,and found out the application strategy of problem situational teaching in high school chemistry review.Finally,the text analysis method was adopted to apply the process of case design,selected the review theme,according to the different needs of different review stages,the selected situation materials were appropriately extracted and cut,so as to achieve different teaching purposes.Case 1 took "carboxylic acid" as the review theme,choosed "glycerol acid" as the situation material,conducted phased review and general review;similarly,case 2 took "sulfur dioxide" as the review theme,choosed "the role of sulfur dioxide in wine" as the situation material,and designed the phased review and general review teaching cases.The teaching cases were implemented in the classroom,and the achievement of the teaching objectives of students’ core literacy in chemistry was evaluated through various evaluation methods.The main research conclusions of this topic are:(1)Summarized the application principles of situation in the review class,that was,comprehensive,authenticity,challenging and operability;and explored the application strategy of problem situational teaching in high school chemistry review.The application method of situation materials in review class,namely the selection,analyzing situation function and design situation clue;the application process of problem situational teaching in high school chemistry review,that was,analyzed the teaching background,determined the teaching objectives of subject review,selected the situation material;designed the teaching process(situation design,problem design,activity design);and formulated the teaching evaluation standard and evaluation method.(2)Finally,the two themes of high school chemistry textbooks were selected as examples,and the same situation materials were selected respectively.By selectively processing the situation materials,the teaching cases meeting the needs of two different review stages of stage review and general review were designed.(3)Applicable in practice,it promoted the achievement of students’ core literacy in chemistry.