初中化学陈述性知识教学策略的实践研究

发布时间：2018-01-09 23:09

本文关键词：初中化学陈述性知识教学策略的实践研究　出处：《延边大学》2015年硕士论文　论文类型：学位论文

【摘要】：化学陈述性知识是化学知识的重要组成部分,它是学习程序性知识和策略性知识的基础。因为陈述性知识多以理解和记忆为主,且学生缺少学习这部分知识有效的方法,所以教师在教学中如何选取和运用合适的教学策略就显得尤为重要。而对于化学陈述性知识教学策略的研究,不仅能够指导教师的教学,同时也能提升学生的学习能力。本研究以延吉市R中学九年级四个班,共107名学生为被试。以学生的习题册和自编测试题为调查工具,通过文献法、调查法、实验法、访谈法四种研究方法进行研究,分析学生的习题和测试题的结果,对选取和运用的化学陈述性知识教学策略进行勘查。基于认知心理学对知识的分类明确陈述性知识的概念,再通过陈述性知识的特点和表征,得到化学陈述性知识的本质。并根据陈述性知识的教学策略推出化学陈述性知识习得、保持和提取的教学策略,同时将策略运用到教学设计中进行实践研究。经结果表明：实验班级的学生对陈述性知识掌握情况好于对照班级,说明所使用的教学策略准确、合理、实用,但是学生的错题反映出策略本身也存在选取不当的问题,其中包括促进预期策略、成功生成策略、组织教学策略。虽然这三个策略的模式正确,但是应用于化学陈述性知识的实践教学时仍存在一些问题。经过对学生共性的错题具体分析后,主要得出：(1)策略本身对知识建构不够稳定。(2)部分策略运用不足。(3)缺少将陈述性知识提取和探究性思维相结合的策略。针对教学实践中的问题和成因分析,对化学陈述性知识的教学提出以下建议：(1)教师需要选取合理的教学策略用于实践教学中；(2)教师要充分考虑各种知识的策略；(3)教师在教学过程中要不断发现策略使用中存在的问题,加强策略和知识的联系。
[Abstract]:Chemical knowledge is an important part of chemical knowledge, it is the foundation for learning procedural knowledge and strategic knowledge. Because a lot of declarative knowledge to understand and remember, and students lack of learning this knowledge and effective method, so the teachers in teaching how to select and use appropriate teaching strategies is particularly important. While the research on teaching strategy of chemistry knowledge, not only can guide the teachers' teaching, but also can improve the learning ability of students. In this study, four classes of grade nine R middle school in Yanji City, a total of 107 students were tested. The students' exercises and self test survey tool, through literature, the survey method, experimental method, interview to study four kinds of research methods, analysis of students' exercises and test results, the selection and use of chemical declarative knowledge teaching strategies based on exploration. The concept of cognitive psychology on the classification of knowledge explicit declarative knowledge, and then through the characteristics and characterization of declarative knowledge, get the essence of chemical declarative knowledge and the introduction of chemical declarative knowledge acquisition. According to the declarative knowledge of teaching strategies, maintenance and retrieval of teaching strategies, and strategies into the teaching design in practical research. The results show that: the experimental class of declarative knowledge is better than that of the control class, the use of teaching strategies is accurate, reasonable, practical, but the errors reflect the strategy itself also has the improper selection of problems, including the promotion of the expected success generation strategy, organizational strategy, teaching strategy. Although the three strategy model is correct, there are still some problems in the practice of teaching but applied to chemical declarative knowledge. After a detailed analysis of the common mistakes of students, the main To conclude: (1) the strategy on the construction of knowledge itself is not stable enough. (2) lack of strategy use. (3) the lack of declarative knowledge extraction and exploratory thinking combined with the strategy. Aimed at the problems and causes analysis of teaching practice, the teaching of chemistry of declarative knowledge is proposed with the following recommendations: (1) teachers need to select a reasonable teaching strategy for practice teaching; (2) teachers should fully consider various knowledge strategies; (3) teachers should constantly find existed in the problem of strategy in the teaching process, strengthening the link strategy and knowledge.

【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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