Research Article
Instructional Design of Students' Cognitive Development Based on Driving Problem Chain —— Taking “Hydrolysis of Salts” as an Example
@INPROCEEDINGS{10.4108/eai.8-9-2023.2340029, author={Xiaoyu Zhong}, title={Instructional Design of Students' Cognitive Development Based on Driving Problem Chain ------ Taking “Hydrolysis of Salts” as an Example }, proceedings={Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8--10, 2023, Wuhan, China}, publisher={EAI}, proceedings_a={ICMEIM}, year={2023}, month={11}, keywords={deep teaching; problem-driven;hydrolysis of salts}, doi={10.4108/eai.8-9-2023.2340029} }- Xiaoyu Zhong
Year: 2023
Instructional Design of Students' Cognitive Development Based on Driving Problem Chain —— Taking “Hydrolysis of Salts” as an Example
ICMEIM
EAI
DOI: 10.4108/eai.8-9-2023.2340029
Abstract
Problem-driven Deep teaching can guide students’ autonomous learning and cultivate their core literacy and higher-order thinking. Teaching practice shows that by exploring interaction and problem-driven, guiding students to study independently and think deeply, and understanding the internal logic of knowledge points, the unity of knowledge learning, ability training and literacy improvement can be effectively realized. Taking the teaching of “Hydrolysis of Salts” as an example, this paper discusses how to guide students to build their own knowledge system about “Hydrolysis of Salts” through problem-driven, starting from the existing knowledge reserves of high school students.
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