初中化学“复分解反应”的教学研究

发布时间：2018-02-12 03:55

本文关键词： 复分解反应微观本质分阶段教学课件　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：对待变化中的物质,以认识化学变化的基本特征,理解反应现象和本质的联系为主。然而化学反应包含了宏观现象、微观粒子变化和抽象的化学符号,对微观世界接触不多的初三学生,若不能逐步将宏观、微观和符号三种水平相联系来认识学科知识,必然导致学生认知困难,阻碍学生在后期的学习中自主建构化学知识。基于此,笔者认为教师应该在进行教学时,有意识的、按步骤、分阶段的培养学生形成微观思维模式,有计划的提升学生的“宏观-微观-符号”三重表征思维水平。针对不可直观表达的微观内容教学,教师可借助教学软件的模拟功能将宏观现象用微观动画进行展示,再融入学生可参与的活动,以帮助他们对内容自主建构,获得真知。本研究着眼于“复分解反应”的教学现状,初步分析教学过程中阻碍学生思维发展的主要因素。根据文献研究及自身的教学经验,提出在深挖教材的过程中,采用分阶段的教学模式,在结合宏观现象与微观场景的课件的帮助下,循序渐进的提高学生的微观认识水平,最终达到培养学生“宏观-微观-符号”三重表征思维方式的目的。本研究将从以下六个部分进行论述:第一部分:问题的提出,主要论述研究背景、研究目的及意义,首先分析几位老师的访谈结果和学生问卷调查的数据,获得复分解反应内容的教学现状及阻碍学生高效接受知识的原因,并分析教师们的教学措施所存在的问题,再结合相关文献资料确定研究视角及所要达到的高度,初步得到学生在学习复分解反应所需达到的认识水平,提出分阶段的教学模式和使用与之相关的微观动画课件对复分解反应教学的意义。第二部分:研究的理论基础及实施方案,结合有关文献对“宏观-微观-符号”三重表征方式进行概述,分析学生现有的思维水平现状,以及改进的措施,讨论教学时应采取的教学手段和方法,阐释复分解反应内容分阶段教学和使用微观课件的意义和重要性。第三部分:根据学生的认知发展规律和初中阶段学生应有的微观认识水平分析,结合具体教学内容,阐释复分解反应教学过程中的具体阶段及其教学思路,并演示各阶段教学所使用的课件。第四部分:呈现复分解反应内容相关的教学设计,反思教学设计的不足及教学过程中应注意的问题。第五部分:分析复分解反应内容的调研结果,包括学生对复分解反应内容掌握情况的前测,及一线教师们对本研究所提出的教学模式和微观动画课件的系统评价。第六部分:课题研究的结论、反思与展望,对本研究的不足与成功之处进行全面系统的评价,并对本研究进行展望,做出未来的研究计划及研究方法。
[Abstract]:In dealing with changing substances, it is important to understand the basic characteristics of chemical changes and to understand the relationship between reaction phenomena and nature. However, chemical reactions contain macroscopic phenomena, microparticle changes and abstract chemical symbols. For the junior high school students who have little contact with the micro world, if they cannot gradually connect the macro, micro and symbolic levels to recognize the subject knowledge, it will inevitably lead to cognitive difficulties for the students. Based on this, the author thinks that teachers should consciously, step by step, train students to form the micro mode of thinking in the process of teaching. In order to improve the students' thinking level of "macroscopic-micro-symbol", teachers can display macroscopic phenomena with micro-animation with the help of the simulation function of teaching software, aiming at the non-intuitionistic micro-content teaching. The present study focuses on the current teaching situation of "multiple decomposition response", which can help students to construct their own content and gain true knowledge by participating in activities that students can participate in. This paper analyzes the main factors that hinder the development of students' thinking in the course of teaching. According to the literature research and their own teaching experience, this paper puts forward a phased teaching model in the course of deep digging teaching materials. With the help of the courseware of macro phenomenon and micro scene, improve the students' understanding level step by step. Finally, the purpose of cultivating students'"macro-micro-symbol" triple representation thinking mode is achieved. This study will be discussed from the following six parts: the first part: raising the problem, mainly discussing the research background, the purpose and significance of the research. First of all, by analyzing the interview results of several teachers and the data of the students' questionnaire, the author obtains the teaching situation of the content of the multiple decomposition reaction and the reasons that hinder the students from accepting knowledge efficiently, and analyzes the problems existing in the teaching measures of the teachers. Combined with the relevant literature and materials to determine the research perspective and the height to be reached, we can get the understanding level that students need to achieve in the study of multiple decomposition reaction. This paper puts forward the teaching mode in stages and the significance of using the related micro animation courseware to the teaching of multiple decomposition reaction. Part two: the theoretical basis and implementation scheme of the research. Combined with the related literature, this paper summarizes the triple representation of "macroscopic, microcosmic and symbolic", analyzes on the present situation of students' thinking level, as well as the improvement measures, and discusses the teaching methods and methods that should be adopted in teaching. The third part: according to the law of students' cognitive development and the level of microcosmic cognition of junior middle school students should be analyzed, combined with the specific teaching content. This paper explains the specific stages and teaching ideas in the teaching process of multiple decomposition reaction, and demonstrates the courseware used in each stage of teaching. Part 4th: presents the teaching design related to the content of multiple decomposition reaction, Part 5th: analysis of the investigation results of the content of the multiple decomposition reaction, including the pre-test of the students' mastery of the content of the reaction of multiple decomposition, And the systematic evaluation of the teaching model and micro-animation courseware put forward by the first line teachers. Part 6th: conclusion, reflection and prospect of the research, and a comprehensive and systematic evaluation of the shortcomings and successes of this research. The future research plan and research methods are proposed.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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