初中化学“物质构成的奥秘”高效教学实践研究

发布时间：2018-01-03 14:37

本文关键词：初中化学“物质构成的奥秘”高效教学实践研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：“物质构成的奥秘”包括化学物质的多样性、微粒构成物质、认识化学元素和物质组成的表示四个方面,这部分是初中化学的核心内容,涵盖了近一半初中化学的内容,对学生化学的学习非常重要。这部分内容相对抽象,与学生的生活经验脱离,感性认识不够充分,这就给学生对新知识的学习带来了障碍。学生在学习“物质构成的奥秘”过程中,从宏观物质世界进入微观粒子世界过程中存在较大的困难,在这个过程中学生出现了明显的分层,同时提高了教师课堂教学的难度。因此,“物质构成的奥秘”课堂教学的高效性显得更为重要。高效教学的基本理念是教师的“教”转化成“教的高效”；使学生的“学”转化成“学得轻松”。通过教师“高效的教”引导学生“轻松的学”,提高学生的科学素养,同时提高学习成绩和学习化学的兴趣。基于以上认识,本研究以初中化学的重要组成部分——物质构成的奥秘为研究对象,研究以下问题：(1)人教版初中《化学》九年级上册(2012年版)第三单元“物质构成的奥秘”知识点(2)化学课程标准(2011版)对该单元知识点的设置(3)学生认知难度分析(4)教师进行高效教学设计以及实践效果为了研究上述问题,本研究主要分为两个部分。第一部分,第一步通过文献分析法梳理适合本研究的教育教学理论；第二步结合教材梳理物质构成的奥秘的知识点和课程标准设置的该单元知识点以及对知识的深广度进行分析；第三步结合文献分析出物质构成的奥秘学生的认知难点；第四步提出高效教学的原则。第二部分,第一步根据班级条件设置对比班级,并对基本情况进行前测；第二步依据建构主义学习理论、认知学习理论和教学最优化理论进行高效教学设计并进行实践研究；第三步对实验班和对比班进行测验和访谈,分析通过高效教学设计实施的课堂学生是否能突破认知难点。通过以上研究,分析如下：(1)新课标对这部分内容认知性学习目标的要求可以分为三个等级：第一等级涉及知道、记住、说出、找到；第二等级涉及认识、看懂、能表示；第三等级涉及解释、简单计算。(2)课题1分子和原子包含物质由微观粒子构成以及分子可以分为原子两个部分；课题2原子的结构包含原子的构成、原子核外电子的排布、相对原子质量三个部分；课题3元素包含元素、元素符号和元素周期表三个部分。(3)学生在三个层级的认知性学习目标的完成上,第一级认知目标较容易实现,第二级认知水平目标实现中表现一般,在第三级认知水平目标实现过程中表现较差。(4)通过对学生进行访谈、课堂感受问卷调查以及第三单元测验卷的结果分析,实验班的学生在学习兴趣和学习成效上都优于对比班。
[Abstract]:"A mystery" includes the diversity of chemicals, particles of matter, understanding of chemical elements and material composition of the said four aspects, this part is the core content of junior high school chemistry, covering nearly half of the students of junior high school chemistry, chemistry learning is very important. This part is relatively abstract, and students the life experience from perceptual knowledge is not sufficient, which gives students the learning of new knowledge brings obstacles. Students in learning "a mystery" in the process, from the macroscopic material world into existence difficult micro particle world process, in the process of middle school students has an obvious stratification, while improving the teachers the classroom teaching difficulty. Therefore, the efficiency is mystery "material composition of classroom teaching is more important. The basic idea of effective teaching is the teachers'" teaching "into" Teaching Efficient; enable students to "learn" into "easy to learn". The teachers "effective teaching" to guide students to "relaxed", improve the scientific literacy of students, and improve learning performance and learning interest in chemistry. Based on the above understanding, this study takes the junior middle school chemistry important part -- substances. The mystery as the research object, study the following questions: (1) Renjiaoban Junior Middle School Chemistry > < nine grade (2012 Edition) third unit "substance" the secret of knowledge (2) chemistry curriculum standard (2011 Edition) to set the unit of knowledge points (3) analysis of students' cognitive difficulty (4) the teacher carries on the highly effective teaching design and practice in order to study the above problems, this research is mainly divided into two parts. The first part, the first step by combing the literature analysis method for this study of education teaching theory; teaching material structure combing with second step Set into the mysteries of the knowledge and curriculum standard of the unit of knowledge and knowledge of the breadth and depth of analysis; the third step of cognitive difficulties a mystery of students; the fourth step proposes efficient teaching principles. The second part, the first step according to the conditions set the contrast class class, and the basic situation the pre-test; second step based on constructivist learning theory, cognitive learning theory and teaching optimization theory, teaching design and practice research; third step test and interview for the experimental class and the contrast class. Whether through analysis of efficient implementation of classroom teaching design students can breakthrough the cognitive difficulty. Through the above research, the analysis is as follows: (1) the new standard for this part of cognitive learning objectives can be divided into three grades: the first grade to know, remember, say, find the article; The two level involves understanding, understand, can be said; third level involves interpretation, simple calculation. (2) the subject of the 1 atoms and molecules containing substances composed of micro particles and molecules can be divided into two parts of 2 atom atom; subject structure contains atomic structure, nuclear outer electronic arrangement, relative to three parts atomic mass; topic 3 elements contain elements, symbols and elements in the periodic table of the elements three parts. (3) students in the completion of the three levels of cognitive learning objectives, the first level of cognitive objectives are relatively easy to achieve level second level target to realize cognitive performance in general, poor performance in the process of implementation in third levels of cognition the level of the target. (4) through interviews, questionnaire survey and analysis of classroom experience third unit test results, the students in the experimental class are better than in learning interest and learning effect on the contrast classes.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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