基于认知冲突的高中化学概念教学研究

发布时间：2018-03-31 19:21

本文选题：化学概念　切入点：迷思概念　出处：《辽宁师范大学》2015年硕士论文

【摘要】：在越来越重视科学素养的当今社会,培养有素质、有知识、有文化的现代青年成为我们国家发展的重中之重。我们期望学生不仅要学会知识、掌握知识更要运用科学知识,并且具有科学思维。化学作为一门自然科学,它与人类的社会生活密切相关,因此我们教授和学习化学的方法要从生活实践中来,我们学习化学的目的也是为了用到生活实践中去。受到教育体制的影响,高中的化学教师与初中的化学教师很少有教育交流的机会,并且在传统的教学思路中,教师只重视自己的备课内容,他们往往忽略了学生在初中学习的知识结构,忽略了学生个体通过社会生活的经验体会而形成的化学前概念。在学生所获取的这些前概念中,有些具有科学性,也会有部分与科学相悖。我们通常将这些与科学相悖的、不合逻辑的、不正确的化学概念称为迷思概念。如何将科学的、正确的知识拓展延伸引入新的概念,以及如何让学生从错误的、非科学的迷思概念中产生认知冲突,激发学生的思维,使学生能够在教师的引导下通过独立思考和小组讨论来解决认知冲突,让他们深刻理解新概念的科学性是每个教育者应当思考的问题。本论文试图探讨如何创设认知冲突来进行高中化学概念教学。本文共分为以下四部分:第一部分,根据笔者教育实践的体验,深刻体会到迷思概念对高一学生学习化学的影响,以及认知冲突教学策略对转变迷思概念的作用,从而确定研究题目。进而搜集、阅读并整理国内外关于认知冲突的期刊文献,归纳总结出与本文有关的研究资料以及理论依据,使论文具有丰富性。第二部分,依据笔者在大连市开发区一中实习的具体情况,针对《物质的量》这一内容,制定编辑了开放式调查问卷、访谈内容以及二段式选择测验试题。并且对教授课程的班级学生实施调查,记录并分析结果,使论文具有针对性。第三部分,在实习基地教师的指导下,将认知冲突教学策略运用到教学中。结合教材,分别应用到新课引入、知识点讲解、实验教学以及习题分析中,使论文具有科学现实性。第四部分,根据授课的实践体会,笔者选择《物质的量》这一课题进行具体研究,在调查学生迷思概念的基础上,设计教学过程,充分应用创设认知冲突的教学策略在高一四班进行教学,使论文具有实践创新性。
[Abstract]:In today's society more and more attention to the cultivation of scientific literacy, quality, knowledge, modern youth culture has become a priority among priorities of the development of our country. We expect the students not only learn knowledge, master the knowledge to use scientific knowledge, and has scientific thinking. As a natural science, and it is closely related to human social life, so the way we teach chemistry learning and life from the practice, we study chemistry also aims to use life practice. Affected by the education system, the chemistry teachers of junior high school chemistry teachers with few opportunities for educational exchanges, and the traditional teaching ideas, teachers only pay attention to the content of their lessons, they tend to ignore the knowledge structure of students in junior high school learning, ignore the individual students through social life experience and the formation of the chemical Concepts. These concepts before obtaining in the students, there is scientific, and there will be some unscientific. We are science and inconsistent, illogical, chemical concepts incorrectly referred to as misconceptions. How to scientific, correct knowledge extension to introduce new concepts, and how to let the student from the wrong, produced conflict non scientific misconceptions, stimulate students thinking, to enable students to solve cognitive conflict under the guidance of teachers through independent thinking and group discussion, let them scientific understanding of new concept is that every educator should think about the problem. This thesis tries to explore how to the creation of cognitive conflict of high school chemistry concept teaching. This article is divided into four parts: the first part, according to the education and practice experience, deeply appreciate the misconceptions learning of high school The influence of science, and cognitive conflict teaching strategy to change misconceptions, so as to determine the research topic. Then collect, read and periodical literature on cognitive conflict at home and abroad, summed up the research data and theoretical basis, the thesis is rich. The second part, based on the specific circumstances of the author in practice Dalian City Development Zone in the amount of substance, "> this content, making the editing of open questionnaire, interviews and two segment selection test. And the course class implementation of investigation, analysis and record the results, the paper has targeted. In third part, practice base under the guidance of teachers, will use cognitive conflict teaching strategies in teaching. Combined with teaching materials, are applied to the introduction to new lessons, knowledge explanation, experiment teaching and exercise analysis, the paper has a Learn the reality. The fourth part, according to the experience of teaching practice, the author chooses this topic < > the amount of substance for specific research, based on the investigation of students' misconceptions on the design of the teaching process, the full application of the creation of cognitive conflict teaching strategies for teaching in class 14, the dissertation has innovative practice.

【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【参考文献】