高中化学“元素化合物的性质”探究性实验教学策略的研究

发布时间：2018-02-13 06:38

本文关键词： 高中化学探究性实验教学教学策略　出处：《青海师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：基础教育改革主张“自主、探究、合作”的学习方式,核心理念是把探究性教学实施到课堂中,以适应社会进步与发展对人才标准的要求。化学实验探究教学是指以实验探究为主的教学活动,实施过程中,注重培养学生科学探究和创新能力,并进一步培养学生的观察、思维、语言表达及分析并解决问题等方面的能力,而且对促进学生的全面发展有很重要的作用。本研究针对高中化学“元素化合物的性质”的探究性实验教学策略开展了教学实践研究活动。研究内容分六个章节:第一章,结合新课改和实践教学需求,了解并学习国内外有关实验教学的研究现状,阐述本课题研究的内容和意义,论证了加强探究性实验教学的必要性与现实性。第二章,阐述相关本研究的理论基础,为本研究课题提供理论依据。第三章,探讨探究性实验教学相关知识,包括相关核心概念的界定,探究性实验教学的基本特征、环节等内容。第四章,介绍元素化合物知识的特征、探究性实验教学的指导思想、基本原则及策略。第五章,陈述课题研究的实施过程,包括研究对象和方法的选择,列举实验探究教学活动中两个典型的教学案例;量化分析了对学生的问卷调查数据,显性地呈现出学生参与探究性学习后实验探究综合能力的提高这一隐性特征。第六章,总结本研究的结论。通过一学期教学实践以及对调查问卷获取的实验数据分析,结果表明,作为学生,自主参与探究性实验教学活动,可以增进对化学实验和化学学科知识的兴趣、增进学习的自主性、提高创新思维及综合实验探究能力,同时,学生的学习态度,科学素养,科学观也有较好的改善。作为教师,也可通过实施探究性实验教学,能够更好地融合到学生的学习生活中,也能促进教师自身教学机智和专业的发展。所以说,探究性实验教学是落实新一轮基础教育课程改革和促进学生发展的有效策略,也是促进教师专业发展的良好途径。
[Abstract]:The reform of basic education advocates the learning way of "independence, inquiry and cooperation". The core idea is to put inquiry teaching into class. In order to meet the requirements of social progress and development for talents, chemical experiment inquiry teaching refers to the teaching activities based on experimental inquiry. In the process of implementation, we should pay attention to cultivating students' ability of scientific inquiry and innovation, and further cultivate students' observation. Ability to think, express, analyze and solve problems, etc. Moreover, it plays an important role in promoting the overall development of students. This study has carried out teaching practice and research activities aimed at exploring experimental teaching strategies of "the properties of elemental compounds" in senior high school chemistry. The research contents are divided into six chapters: chapter one, According to the needs of the new curriculum reform and practical teaching, the present situation of experimental teaching at home and abroad is understood and studied, the content and significance of this research are expounded, and the necessity and reality of strengthening the inquiry experimental teaching are demonstrated. This paper expounds the theoretical basis of this research and provides the theoretical basis for this research topic. Chapter three discusses the relevant knowledge of exploratory experimental teaching, including the definition of relevant core concepts, the basic characteristics of exploratory experimental teaching. Chapter 4th introduces the characteristics of knowledge of elements and compounds, the guiding ideology, basic principles and strategies of exploratory experimental teaching. Chapter 5th states the implementation process of the research, including the choice of research objects and methods, This paper enumerates two typical teaching cases in experimental inquiry teaching activities, quantifies and analyzes the questionnaire survey data of students, and shows the implicit characteristic of improving the comprehensive ability of experimental inquiry after students' participation in inquiry learning. Chapter 6th, The conclusion of this study is summarized. Through the teaching practice of one semester and the analysis of the experimental data obtained from the questionnaire, the results show that, as students, they participate in the exploratory experimental teaching activities independently. It can promote the interest in chemistry experiment and chemistry subject knowledge, enhance the autonomy of study, improve the innovative thinking and comprehensive experimental inquiry ability. At the same time, the students' learning attitude, scientific accomplishment and view of science can also be improved. Through the implementation of exploratory experimental teaching, it can be better integrated into students' learning and life, and can also promote the teachers' own teaching wit and professional development. Inquiry experimental teaching is an effective strategy to implement the new round of basic education curriculum reform and promote the development of students. It is also a good way to promote the professional development of teachers.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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