在STSE情境中实施化学探究性学习的教学设计研究

发布时间：2018-02-26 21:09

本文关键词： 化学 STSE情境实践探究式教学教学资源开发　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新一轮课程改革让探究式教学走进了人们的视野,但是教育现状使得探究式教学难以发挥作用。探究式教学的推广受阻,反映了这种教学模式自身所存在不少缺点这一事实。探究式教学并非与生俱来就趣味十足。虽然许多的探究教学活动都有教学实验作为支撑,但是这样的教学,其情境不能保证具有生活性、真实性。其中的实验完全取材于实验室分析纯药品,这样的教学不能算是理论结合实践,而是理论结合实验。最好的情境来源于实践。著名情景教育的创始人李吉林老师提出了创设教育情境的五大原则：主动性原则,美感性原则,创造性原则,教育性原则,实践性原则。而探究式教学也有七个原则：目的性、部分探究与全部探究相结合、主体性、主动发展、教学方式相互补充、实践性与创新性、科学性和教育性。在李吉林教育情境的五大原则和探究式教学的七个原则的指导下,笔者主要从3个方面多种开拓了探究式教学资源开发的多种途径。其中,包括同学们很兴趣的淘宝、科学教育节目。众多一线教师更执着于传统教学立竿见影的短期应试效果,把探究式教学束之高阁。探究式教学的推广被搁浅,如果将此责任算到一线教师的头上,那就不够客观。目前有一个令人惊讶的现象,一些教师主动的推广探究式教学,但是学生反而不支持,学生们觉得,探究活动过于浪费时间,做探究的内容与考试无关,反而担心起这会影响自己的成绩。另一个方面就是探究式教学本身的弱点,情境空洞促使学生们觉得完全是在走过场,所以不喜欢。在本文中,笔者通过STSE情境,开放了大量的探究式教学资源和案例。并将这些资源案例付诸实践,最后从结果中确信,STSE情境才是探究教学最好的问题来源。本次研究的研究方法包括：文献研究法、问卷调查法、案例研究法、单一变量教育实验研究法、访谈法、见习参观教育。此外,还构建了师生科研实践共同体。通过在桂林十七中的教育实验。采用实验对比的方法,对实验班采用“探究式教学”；对照班采用“常规教学”。在考试成绩方面,实验班在前测中显著的落后于对照班,但是在后测中赶上了对照班,证实了以STSE情境为内容载体,以探究为形式的化学教学模式的合理性。通过考试成绩的前后测、调查问卷的前后测,检验了学生在教育实验前后的知识水平、探究能力、学习兴趣与动机水平的前后变化,论证了本文论断的正确性。
[Abstract]:The new round of curriculum reform has made inquiry teaching come into people's vision, but the present situation of education makes it difficult for inquiry teaching to play its role. It reflects the fact that there are many shortcomings in this teaching mode itself. Inquiry teaching is not inherently interesting. Although many inquiry teaching activities are supported by teaching experiments, but such teaching, The situation is not guaranteed to be alive and true. The experiment is based entirely on laboratory analysis of pure drugs. Such teaching cannot be regarded as a combination of theory and practice. It is the combination of theory and experiment. The best situation comes from practice. Mr. Li Jilin, founder of famous situational education, put forward five principles of creating educational situation: initiative principle, aesthetic principle, creative principle, educational principle. There are also seven principles in inquiry teaching: purpose, combination of part of inquiry and whole inquiry, subjectivity, active development, complementary teaching methods, practicality and innovation. Under the guidance of the five principles of Li Jilin's educational situation and the seven principles of inquiry teaching, the author mainly develops many ways of exploring teaching resources from three aspects. Including Taobao and science education programs that students are very interested in. Many front-line teachers are more committed to the immediate short-term results of traditional teaching, putting inquiry teaching on hold. The promotion of inquiry teaching has been stranded. It is not objective to put this responsibility on the frontline teachers. There is a surprising phenomenon that some teachers actively promote inquiry teaching, but the students do not support it, and the students feel that, Inquiry activities are a waste of time. The content of inquiry is not related to exams. Instead, it worries that it will affect one's performance. Another aspect is the weakness of inquiry teaching itself, in which empty situations make students feel that they are completely in a formality. So I don't like it. In this paper, I open up a lot of inquiry teaching resources and cases through the STSE context, and put these resource cases into practice. Finally, it is believed that STSE context is the best source of inquiry teaching problems. The research methods of this study include literature research, questionnaire survey, case study, single variable education experimental research, interview, and so on. In addition, the community of scientific research practice between teachers and students was constructed. Through the educational experiment in Guilin 17, the method of experiment contrast was adopted. The experimental class adopts "inquiry teaching" and the control class adopts "conventional teaching". In terms of test scores, the experimental class lags significantly behind the control class in the pre-test, but it catches up with the control class in the post-test, which confirms that the STSE situation is the content carrier. The rationality of chemistry teaching model in the form of inquiry. Through the test scores before and after test, the questionnaire before and after the test, the students' knowledge level, inquiry ability, learning interest and motivation level before and after the educational experiment were tested. The correctness of this thesis is proved.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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