初中化学“学、探、展、

发布时间：2018-03-16 13:24

本文选题：初中化学　切入点：学、探、展、馈　出处：《扬州大学》2015年硕士论文　论文类型：学位论文

【摘要】：化学教学模式作为教学理论与教学实践相联系的渠道与桥梁,是教学理论实践化与可操作化的体现,也是教学实践理论化与科学化的提升。21世纪是基础教育课程改革的世纪,我国新一轮基础教育课程改革的深化发展趋势对化学教学模式也提出了新的要求。因此,本课题立足化学教学模式这一热点领域,以认知发展理论、认知—接受理论等为指导,采用文献研究法、调查研究法、个案研究法等对其进行了研究。笔者首先采用文献研究法了解了目前关于化学教学模式的相关研究现状；通过分析研究法剖析教学模式结构的性质和特征,从理论上建构了“学、探、展、馈”教学模式；采用问卷调查法就初中生化学学习前学习准备进行了调查研究；以个案研究的方法就“学、探、展、馈”教学模式在初中化学教学中的应用进行了综合分析。研究成果包括：·在理论层面,从目标、理论基础、内涵、结构框架、操作程序等方面建构了初中化学“学、探、展、馈”教学模式。·初中生在正式化学学习前已经形成了化学前概念,其中既包含科学的前概念,也存在相异构想；这些前概念的特征、形成途径等呈现多样化的特点。·初中生的化学学习兴趣、学习动机、学习态度整体呈现出较高水平,但是不同学生间的差异性较大,在教学中不能忽视这些差异性；初中生的化学学习方式呈现出多样化特点,但是仍以听讲式、练习式、活动式为主。·从对初中生化学学习前学习准备的研究结果的分析,总结出对初中化学“学、探、展、馈”教学模式实践过程的启示。·从教学目标的设计、教学活动的设计、教学评价的设计三个方面分析了基于初中化学“学、探、展、馈”教学模式的教学设计。·通过三节具体课例,分析了初中化学“学、探、展、馈”教学模式在初中化学课堂教学中的实践应用,并综合分析了“学、探、展、馈”教学模式在初中化学课堂中的运行效果。
[Abstract]:As a channel and bridge between teaching theory and teaching practice, chemistry teaching mode is the embodiment of teaching theory practice and operability, and the promotion of teaching practice theory and science. The 21st century is the century of basic education curriculum reform. The deepening development trend of the new round of basic education curriculum reform in our country also puts forward new requirements to the chemistry teaching mode. Therefore, this subject is based on the hot field of chemistry teaching mode, guided by cognitive development theory, cognitive-acceptance theory, etc. Literature research method, investigation research method, case study method and so on have carried on the research. First, the author used the literature research method to understand the present related research present situation about the chemistry teaching pattern; By analyzing the nature and characteristics of the teaching model structure, the author constructs the teaching model of "Learning, exploring, developing and feeding" in theory, and makes an investigation and research on the study preparation of junior high school students before learning by means of questionnaire. This paper makes a comprehensive analysis on the application of "learning, exploring, developing and feeding" teaching mode in junior high school chemistry teaching with the method of case study. The research results include: 路on the theoretical level, from the goal, the theoretical foundation, the connotation, the structure frame, In the aspects of operation procedure and other aspects, the author constructs the teaching mode of junior high school chemistry "learning, exploring, developing and feeding". 路Junior middle school students have formed the pre-chemical concept before the formal chemistry study, which includes not only the scientific pre-concept, but also the different conception; The characteristics of these preconceptions, the ways of formation and so on, are diversified. 路the junior high school students' chemistry learning interest, learning motivation, learning attitude as a whole show a higher level, but the difference between different students is great. In teaching, these differences can not be ignored. The chemistry learning styles of junior high school students show diversified characteristics, but they still focus on listening, practicing and activity... From the analysis of the results of the study on the preparation for chemistry study of junior high school students before learning. This paper sums up the enlightenment to the practical process of the teaching mode of junior high school chemistry "learning, exploring, developing, feeding"... From three aspects: the design of teaching objectives, the design of teaching activities, and the design of teaching evaluation, the author analyzes the basis of junior high school chemistry "learning, exploration and development," This paper analyzes the practical application of the teaching mode of "learning, exploring, developing and feeding" in the chemistry classroom teaching of junior high school through three specific lesson examples, and synthetically analyzes the practice of "learning, exploring, developing, developing" in the chemistry classroom teaching of junior high school. The effect of "feedforward" teaching mode in junior middle school chemistry classroom.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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