中学化学实验开放性问题现状调查及实施策略研究

发布时间：2018-01-13 06:32

本文关键词：中学化学实验开放性问题现状调查及实施策略研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在中学化学教学中,化学实验开放性问题解决过程通常含有很大的探究成分,为科学探究提供了丰富的素材,对学生假设能力和发散思维的培养具有独特的作用。因此,在中学化学教学中注重利用化学实验开放性问题促进学生发展意义重大。本研究采取理论研究和实证研究相结合的方法,为中学化学实验开放性问题在课堂上实施提供实施依据和策略。理论研究主要采用文献分析的方法,理清了中学化学实验开放性问题进入教学的理论依据。目前对于中学开放性问题的界定尚未达成一致,梳理已有的研究成果,本研究将中学化学实验开放性问题描述为中学化学教学中有关化学实验的那些结构不良、允许学生个性解答的问题。化学实验中开放性问题自然存在,具有问题呈现情景化、问题结论多样化、问题解决探究性、解决思维发散性等特征,根据化学实验开放性问题的解决过程可以将中学化学实验开放性问题划分为：实验结论开放型、实验步骤开放型、实验装置开放型、实验方案开放型、开放探究型等。本研究从中学化学实验开放性问题的设计、评价等方面探讨了中学化学实验开放性问题进入教学的技术手段,提出了中学化学实验开放性问题的设计原则：三维目标相整合；开放度与学生认知水平相符合；科学性、创新性和可行性相统一；综合性与层次性相结合；巩固性与发展性相结合等。最后从新课程理念出发分析了中学化学实验开放性问题进入教学的合理尝试,主要有以下方面：营造开放性氛围、创设开放性情境、设置开放性活动、把握好教学途径等；实证研究采用测试法、问卷调查法和访谈法相互补充的方法体系,为开放性问题教学提供现实依据。调查发现：尽管学生普遍欢迎开放性问题进入课堂,但是由于某些原因,教师很难在教学中充分发挥开放性问题的教育价值,主要原因有以下方面：错误解读教学效益；无法胜任开放教学；片面追求考试分数；学校家长频繁施压等。落实中学化学实验开放性教学和推行新课改有着本质上的一致性,教师应积极探索开放性教学的途径。为了教师能更好的在课堂上更好地利用中学化学实验开放性问题,本研究提出以下教学策略：鼓励可能方案的设想、促进小组深入的探讨、实施客观有效的评价、注重基于评价的优化等。
[Abstract]:In middle school chemistry teaching, the open problem solving process of chemistry experiment usually contains a lot of inquiry elements, which provides abundant material for scientific inquiry. It plays a unique role in the cultivation of students' hypothetical ability and divergent thinking. It is of great significance to make use of the open problem of chemistry experiment to promote the development of students in middle school chemistry teaching. This study adopts the method of combining theoretical research with empirical research. It provides the basis and strategy for the implementation of the open problem of chemistry experiment in middle school. The theoretical research mainly adopts the method of literature analysis. This paper clarifies the theoretical basis of the opening problem of middle school chemistry experiment into teaching. At present, there is no agreement on the definition of open problem in middle school, and combing the existing research results. In this study, the open problems of chemistry experiments in middle schools are described as those with poor structure in chemistry teaching in middle schools, which allow students to answer questions with individual personality. Open problems naturally exist in chemistry experiments. It has the characteristics of situational problem, diversified conclusion, inquiring problem solving and divergent thinking. According to the process of solving the open problem of chemical experiment, the open problem of chemistry experiment in middle school can be divided into four types: the open type of experiment conclusion, the open type of experiment procedure, the open type of experimental device and the open type of experiment scheme. From the aspects of design and evaluation of the open problem of chemistry experiment in middle school, this paper discusses the technical means of the opening problem of middle school chemistry experiment into teaching. This paper puts forward the design principle of the open problem of chemistry experiment in middle school: three dimensional object integration; The degree of openness is consistent with the students' cognitive level; Scientific, innovative and feasible unity; The combination of comprehensiveness and hierarchy; Finally, from the view of the new curriculum, this paper analyzes the reasonable attempt to enter the teaching of the open problem of chemistry experiment in middle school, mainly in the following aspects: creating an open atmosphere and creating an open situation. Setting up open activities and grasping teaching approaches; The empirical research adopts the method system of test, questionnaire and interview to provide the realistic basis for the teaching of open question. The survey found that although students generally welcome open questions into the classroom. However, for some reasons, it is difficult for teachers to give full play to the educational value of open problems in teaching. The main reasons are as follows: misinterpretation of teaching benefits; Unqualified for open teaching; One-sided pursuit of test scores; The implementation of open teaching of chemistry experiments in middle schools and the implementation of new curriculum reform are essentially consistent. Teachers should actively explore the ways of open teaching. In order for teachers to make better use of the openness of chemistry experiments in middle schools, this study puts forward the following teaching strategies: to encourage the assumption of possible schemes. Promote the group to explore, implement objective and effective evaluation, focus on evaluation-based optimization and so on.
【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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