图式理论与初中化学概念教学研究

发布时间：2018-03-07 16:04

本文选题：化学概念　切入点：图式理论　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：化学概念是将化学现象抽象出来,反映化学现象及化学事实的知识,能够揭示物质的本质属性,具有抽象性、系统性和逻辑性的特点。化学概念是初中化学的核心部分,对化学学科的学习具有举足轻重的作用。随着新课程改革的不断深入,基础教育改革的风潮席卷全国。新课标倡导,化学概念的教学不应过分强调定义的严密性。新课标减少了一些具体的定义性概念,降低了定义性概念的记忆负担。在化学学科的学习中,学生需要清楚地、准确地了解基本概念,才能学好化学原理、定律、元素化合物知识及化学方程式等有关内容。初中生思维发展水平还处在由形象思维向抽象逻辑思维转变的过程,某种程度上对化学概念的学习有阻碍作用;同时,某些学生养成的不良学习习惯也造成了化学概念学习的困难;教师在化学概念教学中的教材策略,过度重视实效性,强调课后习题的演练,缺乏对概念教学的重视也是概念教学的一个难点。因此,如何使得学生更好地、有效地习得中学化学概念是整个化学学科学习不容忽视的问题。以提高化学概念学习的有效性为目标,本课题结合了图式及图式理论的相关研究,从概念图式的结构、概念图式的关系和概念图式的形成三个方面出发,提出了图式标识策略、样本学习策略和整体构建三种教学策略,以服务于全体师生。本文第一部分提出了本课题的研究对象和研究背景,即在新课程改革的背景下,以初中化学概念为研究对象,试图寻找提高初中化学概念教学有效性的教学策略。本文第二部分分析了新课标九年级化学教材,对化学教材中的化学概念进行整理,解析,对当前化学概念教学的现状进行了阐述,指出化学概念教学中存在的问题,如化学教材本身的问题、学生认知水平的发展和教师概念教学策略的相关问题,找出可能提高化学概念教学有效性的方向。本文的第三部分介绍了图式及图式理论,重点说明图式与化学概念的关系,从图式的结构、图式的形成和图式的关系三个角度提出可以提高化学概念教学有效性的教学策略,即图式标识策略、样例学习策略和整体构建策略。本文的第四部分根据所提出的三个化学概念教学策略,将图式标识策略、样例学习策略和整体构建这三个教学策略应用于具体的教学案例中,分别是“固体的溶解度”、“金属的活动顺序”和“原子结构”,通过对具体的教学设计的分析来说明图式理论有利于提高化学概念教学的效率。最后,对课题的研究过程与方法进行总结,提出教学建议。
[Abstract]:The concept of chemistry is a kind of knowledge that abstracts the chemical phenomenon and reflects the chemical phenomenon and fact, and can reveal the essential attribute of substance, which has the characteristics of abstraction, systematicness and logic.Chemistry concept is the core part of junior high school chemistry. With the deepening of the new curriculum reform, the trend of basic education reform swept across the country. The teaching of chemical concepts should not place too much emphasis on the strictness of definitions. The new curriculum reduces some specific definitional concepts and reduces the memory burden of definitional concepts. Only by understanding the basic concepts accurately can we learn the principles, laws, knowledge of elements and compounds, chemical equations and other related contents. The level of thinking development of junior high school students is still in the process of changing from thinking in images to thinking in abstract logic. At the same time, some students' bad learning habits also make it difficult to learn chemistry concepts, teachers pay too much attention to the practical effect in the teaching of chemistry concepts. It is also a difficult point to emphasize the practice of exercises after class and lack of attention to concept teaching. Therefore, how to make students better, The effective acquisition of chemical concepts in middle school is a problem that can not be ignored in the study of chemistry. In order to improve the effectiveness of chemical conceptual learning, this paper combines the relevant research of schema and schema theory, from the structure of conceptual schema, Starting from the relation of conceptual schema and the formation of conceptual schema, this paper puts forward three teaching strategies: schema identification strategy, sample learning strategy and overall construction strategy. In order to serve all teachers and students, the first part of this paper puts forward the research object and research background of this subject, that is, under the background of the new curriculum reform, taking the chemistry concept of junior high school as the research object, In the second part of this paper, the author analyzes the chemistry teaching materials of the ninth grade of the new curriculum standard, collates and analyzes the chemistry concepts in the chemistry textbooks, and tries to find out the teaching strategies to improve the teaching effectiveness of the chemistry concept teaching in junior high school. This paper expounds the present situation of chemistry concept teaching, and points out the problems existing in chemistry concept teaching, such as the problems of chemistry teaching material itself, the development of students' cognition level and the related problems of teachers' concept teaching strategies. In the third part of this paper, we introduce schema and schema theory, especially explain the relationship between schema and chemical concept. From the view of the relationship between schema formation and schema, this paper puts forward a teaching strategy that can improve the teaching effectiveness of chemistry concept teaching, that is, schema marking strategy. According to the three teaching strategies proposed in this paper, the schemata identification strategy, the sample learning strategy and the overall construction strategy are applied to the specific teaching cases in the 4th part of this paper. They are "solubility of solid", "sequence of activities of metals" and "atomic structure". Through the analysis of specific instructional design, schema theory is shown to be helpful to improve the efficiency of teaching chemical concepts. The research process and methods are summarized and teaching suggestions are put forward.
【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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