概念转变教学在高中化学教学中的应用研究

发布时间：2018-01-07 06:33

本文关键词：概念转变教学在高中化学教学中的应用研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课程背景下的高中化学教学中,化学概念教学的地位至关重要。对概念教学的研究也是大势所趋,然而概念是无法通过直接的教学方式来解决,只有通过概念转变的方法才能实现概念教学。概念转变的教学有很多种教学策略,在实践教学过程中,选择合适的教学策略是取得好的教学效果的关键。该研究从自己的教学实践过程中选取了两个典型实例“物质的量”和“氧化还原反应”进行概念转变的实践教学研究,希望在概高中化学概念教学中起到一定的参考作用。理论方面,该研究对概念转变理论系统涉及到的基本概念如概念、前概念、迷思概念等做出了深入地研究和总结,对其研究历史和演变过程也做了基本研究。对于概念转变理论体系研究在做了深入地研究和思考后从其涵义、影响因素和条件、教学模式和教学策略等方面做了总结和阐述。实践方面,该研究选取了“物质的量”、“氧化还原反应”这两个高中必修阶段难度最大的两个概念进行了研究,这两个概念是高中化学学习的基础,它们的应用贯穿这个高中化学学习,同时学生刚迈入高中学习就遇到这两个难度大的概念,因此这两个概念的学习情况会直接影响到学生对化学学习的兴趣和信心。研究中采用了问卷调查、访谈、对比分析、统计分析等多种研究方法,对学生的原有概念和概念转变情况进行了探查。在研究过程中还根据学生原有概念的情况进行了教学设计,对学生实施概念转变,并获得了一定的研究成果。在对“氧化还原反应”案例进行研究时,该研究在对学生的概念转变情况进行探查后,还发现概念转变通过一次干预无法彻底完成,再次探查学生的现有概念后再对学生进行概念转变的强化教学,并最终取得了较好的教学效果。最后,该研究在总结了实践研究的情况得出了如下结论：发现概念转变的教学效果相比传统的教学方法能取得更好的教学效果,且操作简便,可实行性大。然而教学过程中仍要注意对概念转变的情况进行追踪,因为概念不可能一次就完全转变,而且在概念转变教学进行后,也可能会衍生出新的迷思概念,因此需要对学生的概念不断强化和矫正。
[Abstract]:In high school chemistry teaching under the background of the new curriculum, the position of chemistry concept teaching is very important. The research on concept teaching is also the trend of the times, but the concept cannot be solved by direct teaching method. Concept teaching can only be realized by the method of concept transformation. There are many teaching strategies in the teaching of concept change in the process of practical teaching. Choosing appropriate teaching strategy is the key to achieve good teaching effect. This study selected two typical examples from their own teaching practice, "quantity of substance" and "redox reaction". Carry on the practice teaching research of concept change. Hope to play a certain reference role in the teaching of chemistry concepts in general senior high school. In theory, the research on the basic concepts involved in conceptual transformation theory system, such as concepts, pre-concepts. The concept of myth and so on have made the thorough research and the summary, has also made the basic research to its research history and the evolution process. For the concept transformation theory system research has made the thorough research and the ponder from its meaning. Influence factors and conditions, teaching model and teaching strategies are summarized and expounded. In practice, the study selects the "quantity of matter". Redox reaction is the two most difficult concepts in the compulsory stage of senior high school. These two concepts are the foundation of chemistry learning in senior high school, and their application runs through this high school chemistry study. At the same time, the students have just entered high school learning encountered these two difficult concepts, so the learning situation of these two concepts will directly affect the students' interest and confidence in chemistry learning. Comparative analysis, statistical analysis and other research methods, the original concept of students and the concept of transformation were explored. In the process of the study, according to the original concept of students to carry out the teaching design. In the case of "redox reaction", this study explored the concept change of students. It is also found that the concept transformation can not be completely completed through one intervention, and then re-explore the existing concepts of students after the concept transformation of the students to strengthen the teaching, and finally achieved a better teaching effect. Finally. The conclusion of this study is as follows: the teaching effect of concept change is better than that of traditional teaching method, and it is easy to operate. However, in the teaching process, attention should be paid to tracking the change of concept, because the concept can not be completely changed at one time, and after the teaching of concept change. It may also lead to new concepts of myth that require constant reinforcement and correction of students' concepts.
【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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