C-PBL教学法在高中化学教学中的实验研究

发布时间：2018-02-26 18:47

本文关键词： C-PBL教学法高中化学实验研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在新课程改革深入开展并取得初步成效的氛围下,基础教育中新的问题也逐渐凸显,其集中表现在课时少、任务重,教学方法中普遍存在“穿新鞋,走老路”的尴尬境地。因此,寻找与构建更为有效的教学方法对于提高课堂的实效性,更好的达成新课改中的三维目标,促进学生全面发展有着至关重要的意义。本文根据高中化学内容及学生特点,通过将问题教学法(Problem-based learning,简称PBL)与小组合作学习法(Cooperative Learning method)两种教学方法相结合,尝试构建了一种适用于高中化学教学的C-PBL教学法：制定学习目标—展示问题情境—个人独立思考—合作解决问题—展示合作成果—评价与总结。通过教学实践,本文着重研究了C-PBL教学法对于促进学生化学知识获得方面的效果,同时发现,C-PBL教学法还有利于促进学生化学学习兴趣、提高其合作意识与合作技巧、分培养其问题意识与解决问题的能力。本论文分为四部分：第一部分为绪论。主要论述问题提出的背景,在相关文献综述的基础上阐明了本研究的主要内容与方法,论述了本研究的理论与实践意义。第二部分为C-PBL教学法的理论构建。分别论述了问题教学法(简称PBL)与小组合作学习法(Cooperative Learning method)的理论基础、基本要素、基本特征,总结了各自优势及不足,结合高中化学学科特点及高中生身心特点,将两者进行有机优势互补,扬长补短,从理论上构建C-PBL教学法。第三部分为C-PBL教学法在高中教学中的实验研究。采用两个班对照的方法,实验班采用C-PBL教学法,对照班则采用常规教学法,以纸笔测验的方式评价C-PBL教学法对于促进学生化学知识获得方面的效果,并以访谈的方式了解学生化学学习兴趣、合作意识能力、问题意识与解决问题能力等方面的变化。第四部分为研究结论与反思。研究结果表明,C-PBL教学法能够促进学生化学知识的获得,提高学生化学学习兴趣,培养其合作意识与能力、促进其问题意识与解决问题能力的发展等。
[Abstract]:In the atmosphere of new curriculum reform and initial achievements, the new problems in basic education have gradually become prominent. They focus on less class hours, heavy tasks, and "wear new shoes" in teaching methods. Therefore, to find and build more effective teaching methods to improve the effectiveness of the classroom, better achieve the three-dimensional goal in the new curriculum reform, It is of great significance to promote the all-round development of students. According to the content of chemistry in senior high school and the characteristics of students, this paper combines the problem teaching method Problem-based learning (PBL) with the cooperative Learning method. This paper attempts to construct a C-PBL teaching method suitable for chemistry teaching in senior high school: making learning goal-presenting problem situation, individual independent thinking, cooperating solving problem-demonstrating cooperative achievement-evaluating and summarizing. Through teaching practice, the author tries to build a C-PBL teaching method, which is suitable for chemistry teaching in senior high school. This paper focuses on the effect of C-PBL teaching method on promoting students' chemical knowledge acquisition. It is also found that C-PBL teaching method can promote students' interest in chemistry learning and improve their cooperation consciousness and skills. This paper is divided into four parts: the first part is the introduction. It mainly discusses the background of the problem, and expounds the main contents and methods of this study on the basis of the literature review. This paper discusses the theoretical and practical significance of this study. The second part is the theoretical construction of C-PBL teaching method. This paper summarizes their respective advantages and disadvantages, combines the characteristics of senior high school chemistry subject and senior high school students' physical and mental characteristics, and makes both of them complement each other with each other's advantages. The third part is the experimental study of C-PBL teaching method in senior high school. Using the method of two classes control, the experimental class adopts C-PBL teaching method, and the control class adopts the conventional teaching method. C-PBL teaching method was used to evaluate the effect of C-PBL teaching method on promoting students' chemical knowledge acquisition, and to understand students' chemistry learning interest and cooperative consciousness ability by interview. The change of problem consciousness and problem-solving ability. 4th is the conclusion and reflection of the research. The results show that C-PBL teaching method can promote the acquisition of chemistry knowledge, improve students' interest in chemistry learning, and cultivate their cooperative consciousness and ability. Promote the development of problem consciousness and problem solving ability.
【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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