P<0.01);采用"问题连续体"教学模式进行教学,学生在探究实验的过程中知识得到深化,思维得到升华,发展了学生的多元智能,发散思维,探索、创新、实践等能力."/>
P<0.01) in students' score, interest, attention, thinking ability and interactive effect before and after the experiment. The "problem continuum" teaching mode could improve students' knowledge and sublimate their thinking, and develop students' ability of multiple intelligence, divergent thinking, exploration, innovation and practice in the process of inquiry experiment."/>
Research of Chemistry Teaching Practice based on Simulated Structure of Information Processing
Abstract This paper discussed the structure of study process using theory of information processing by Gagne, the meaning of "multiple intelligence" and five types of problems of"problems continuum" theory. According to students' intelligence development level, five types of problems were carried out in chemistry teaching design. Teaching results showed that there were significant differences (P<0.01) in students' score, interest, attention, thinking ability and interactive effect before and after the experiment. The "problem continuum" teaching mode could improve students' knowledge and sublimate their thinking, and develop students' ability of multiple intelligence, divergent thinking, exploration, innovation and practice in the process of inquiry experiment.
