九年级化学用语教学策略研究

发布时间：2018-03-15 04:01

本文选题：九年级　切入点：化学用语　出处：《福建师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：笔者在近几年的教学实践中发现,九年级学生在化学的学习过程中,最初充满了好奇,学习兴趣浓厚,但是当学到了原子、分子、离子、元素符号,特别是化学式和化学方程式后,有相当一部分学生逐渐丧失了学习化学的兴趣和信心,感觉到化学难学,以致出现了化学学习的第一个分化点。为了帮助学生突破该分化点,改善教师目前的教学策略,本研究采用问卷调查法、测试卷测试法及访谈法分别从学生的学习观念、学习方法等方面对九年级学生化学用语学习难的现状进行了成因调查分析,了解到影响学生化学用语学习困难的主要原因有：虽然学生能够意识到化学用语知识的重要性,但因枯燥难记而提不起学的兴趣；没有意识到化学用语知识具有工具作用,对其认识狭隘；书面表达方面存在困难；对化学学科存在偏见而不想学等。根据困难形成的这些原因,基于相关学习理论,尝试性地提出了改善九年级化学用语教学的七个具体策略：教师要引导学生正确认识化学用语知识的重要性；教师要采用宏-微-符相结合的教学方法；教师应提前渗透,循序渐进地把化学用语知识分散到每节课：教师应指引与协助学生加强系统化的学习方法；教师要加强规范要求,促进学生养成良好的学习习惯；教师要加大训练力度,引起学生对化学科的重视；教师要帮助学生摒弃前概念的束缚。最后将教学策略运用到教学实际中进行实践研究,验证其可行性与有效性,为九年级化学用语教学提供了实证性依据。
[Abstract]:In my teaching practice in recent years, I found that the ninth grade students in chemistry learning process, initially full of curiosity, learning interest, but when learned atoms, molecules, ions, elemental symbols, Especially after the chemical formula and the chemical equation, a considerable number of students gradually lost their interest and confidence in learning chemistry, and felt that chemistry was difficult to learn, so that the first break point of chemistry learning appeared. In order to help the students break through the break point, To improve teachers' current teaching strategies, this study adopts questionnaire, test test and interview methods to investigate and analyze the current situation of chemical language learning difficulties of ninth grade students from the aspects of students' learning concepts and learning methods, etc. Aware that the main reasons that affect students' difficulty in learning chemical terms are: although students are able to realize the importance of knowledge of chemical terms, they are unable to arouse interest in learning because of their dull and difficult memorization; and they are not aware of the instrumental role of knowledge of chemical terms, Narrow views, difficulties in written expression, bias against chemistry, etc., based on relevant learning theories, based on these reasons for the difficulties, This paper tries to put forward seven specific strategies to improve the teaching of chemical terms in grade 9: teachers should guide students to understand the importance of chemical language knowledge correctly, teachers should adopt the teaching method of combining macro, micro and sign, and teachers should infiltrate in advance. Gradually spread the knowledge of chemical terms into each class: teachers should guide and assist students to strengthen systematic learning methods; teachers should strengthen the requirements of norms to promote students to develop good study habits; teachers should increase training, Teachers should help students to abandon the shackles of pre-concept. Finally, the teaching strategy should be applied to the practice of teaching practice to verify its feasibility and effectiveness. It provides a practical basis for the teaching of chemical terms in Grade 9.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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