基于建构主义的初中化学教学实践研究

发布时间：2018-03-31 20:29

本文选题：建构主义　切入点：初中化学教学　出处：《西北师范大学》2015年硕士论文

【摘要】：事物的发展总是离不开来自于外部环境因素和内部运动变化与本质规律性的制约和影响,在发展的过程中总是难以避免地会迎来与外部的环境、条件、需求不相适应,或者是与自身内部的运动变化等因素不再相协调的情况,这个时候就需要通过变革的方式以求得新的平衡与协调。始于2001年的这一轮课程改革(一般被认为是新中国成立以来的第八次基础教育课程改革),正是基于国际与国内综合形势的观察与思考,结合教育与教学本身的规律及本质性,旨在提升教育教学和人才培养质量而为的一次革新的举措。“学科教学”是教育与教学改革的主要阵地和实现手段,初中化学作为初中阶段一门主干课程,在基础教育阶段具有重要的位置和教育价值。学科教学改革与探索的成功将有效地推动整个课程改革的进程与发展。建构主义作为一种哲学和认识论流派,作为人类认识和解释世界的方法,被应用于教学领域,对教育教学产生了强烈的冲击,其中的观点和方法对于教学方式的发展和改变,对于人才的培养,具有不可否认的重要价值和意义。本文属于将建构主义理论应用到初中化学教学实践的研究,在阅读文献,深入领会学习建构主义相关理论并借鉴已有研究成果的基础上,结合问卷法、访谈法、课堂观察法等教育科学研究方法,相继进行了建构主义及建构主义教学理论的概念及本质认识的研究、基于建构主义进行初中化学教学设计及教学实例设计的研究、基于建构主义进行初中化学课堂教学及教学效果的检验等的实践研究。本研究对教学效果的检验主要从学生化学基本知识与技能的学习情况,学生化学学习行为与方式选择与表现的变化,学生化学学习情感与态度的变化与发展三个方面去展开。通过对课堂教学本身及教学效果的分析,得出了基于建构主义的初中化学教学实践可以在一定程度上,提升大多数学生“知识与技能”的发展,可以实现大部分同学学习行为和方式的改变,对于学生的化学学科情感、学科态度、学科学习意志(毅力)的培养和增强也具有积极的作用等结论。同时发现,基于建构主义的初中化学教学实践对每一位同学发展的促进作用,效果是不相同的。一种教学模式与学生已有的“认识结构”、“成长背景”与“性格气质”等具有一定的联系,这种联系可能是“相互排斥”的等问题。由此,本文也提出了一些有待研究的新问题。限于实际教学及研究条件,研究本身具有一定的局限性,例如:没有“对照组”,存在不能进行对比研究等问题。对于这些问题,笔者会在条件允许的情况下,将研究持续下去,不断地获得更为可靠的结论,正如建构主义所倡导的,既已获取的结论只是暂时的一种阐释和揭示……
[Abstract]:The development of things always cannot do without restriction and influence from external environmental factors and internal movement and the essence of nature, in the process of development is always difficult to avoid, and will usher in the external environment, conditions, demand, or with their own internal movement of factors such as the coordination situation no longer this time, you need to change the way in order to achieve the balance and coordination of the new round of curriculum reform. It began in 2001 (generally considered to be the eighth elementary education curriculum reform since the establishment of new China), is the observation and Reflection on the international and domestic situation based on the combination of law and the nature of education and teaching itself, to enhance the education quality of teaching and talent cultivation and an innovation for the initiative. "Teaching is the main position of the education and teaching reform and implementation means, as at the beginning of junior high school chemistry In the stage of a main course, has important educational value and position in the stage of basic education. The process and development of teaching reform and exploration, success will effectively promote the curriculum reform. As a kind of philosophical and epistemological schools of constructivism, as human understanding and interpretation of the world, is applied to the field of teaching. Have a strong impact on the education and teaching, the teaching ideas and methods for the development and change, for the training of personnel, has important value and significance cannot be denied. This article belongs to the constructivist theory applied to the study of junior high school chemistry teaching practice, in reading literature, in-depth understanding of the basic theory of constructivism learning and according to the research results, combined with questionnaires, interviews, classroom observation and other research methods of educational science, has carried out constructivism and constructivist teaching Study on concept and nature of the understanding of the theory, based on Constructivism research design and teaching design of junior high school chemistry teaching practice of junior high school chemistry classroom teaching and the teaching effect of the test based on constructivism. This study examines the teaching effect to learning from the basic knowledge and skills of students in chemistry, change students learn chemistry and choice behavior and performance, students learning chemistry in three aspects of the change and development of emotion and attitude to expand. Through the analysis of teaching and teaching effect in the classroom, the junior high school chemistry teaching practice, constructivism can to some extent improve based on most of the students "knowledge and skills" development most of the students, can achieve the learning behavior and lifestyle changes for chemistry students' emotion, attitude, discipline, learning will (perseverance) The cultivation and enhancement also has a positive effect to such conclusion. At the same time, to promote the role of junior high school chemistry teaching practice of Constructivism on every one of the students on the basis of the development, the effect is not the same. A kind of teaching mode and the students' existing "knowledge structure", "background" and "personality" has a certain the link, this link may be "mutual exclusion". Thus, this paper puts forward some new problems to be studied. Limited to the conditions of practical teaching and research, the research itself has limitations, such as the "control group": no problem, comparative study are not. For these problems, the author in the conditions allow, the research will continue, continue to have a more reliable conclusion, as advocated by constructivism, which have obtained the conclusion is only a temporary interpretation and revealing.

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

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