“导学互动”教学模式在高中化学教学中的构建与应用

发布时间：2018-05-16 16:54

本文选题：导学互动 + 教学模式　；参考：《河南大学》2015年硕士论文

【摘要】：《普通高中化学课程标准》认为,在高中化学教学活动中,教师与学生应该共同参与,积极互动,携手并进。化学教学活动应该是一个生动活泼的、主动参与的和富有启发性的过程。这意味着教师与学生不再是给予和被给予的关系,课堂教学也不再是单纯的讲授课本知识与生硬的记忆知识的过程,而应该是教师与学生启蒙与发现、交流与合作、互动与探究、质疑与解疑的过程。随着当代教育改革的不断深入,”导学互动”式的教学应运而生,逐渐成为化学教学过程中强有力的理论支柱。“导学互动”教学模式是以“导学结合”和“互动探究”为特征的教学模式。它的教学理念是“变教为导,以导促学,学思结合,导学互动”。这一教学模式分为四个环节：第一环是“提纲导学”,教师先根据教学内容创设问题情境,然后出示预先编好的“导学提纲”,学生根据“导学提纲”对教材进行自学。第二环是“合作互动”,根据学生自学导学提纲的情况,在教师的引导下进行讨论交流自学难以解决和有探究价值的问题,共性问题由教师精讲。第三环是“导学归纳”,先让学生利用板书对教学内容进行回顾,提炼出教学内容的精要,教师再引导学生通过分析、比较、归纳、总结等方式将本节知识融入学生已有知识构架,并加以提升。第四环是“拓展训练”,教师精选训练题。让学生进行自查和拓展运用,同时让学生尝试自编训练题,展示出来共享。本文首先通过文献研究法和文本分析法,阐述教学模式的研究现状和发展趋势,高中化学的学科特点以及研究的背景与意义；探究认知学习理论对导学互动教学模式的支持,然后结合导学互动教学模式基本构架和本人及多位一线高中化学教师的实践经验,总结出导学互动教学模式在高中化学教学中的实施策略和师生评价体系,最后进行教学实验,选取淅川县第一高级中学两个平行班级作为实验班和对比版,分别使用“导学互动”教学模式和传统教学模式进行为期半年的授课实践,从教学效果对比分析证明“导学互动”教学模式的可行性和实用性。本研究的创新之处在于：本文结合本人的高中化学教学实践,对比传统教学模式,对“导学互动”教学模式进行研究。首次结合教育学、心理学理论知识,从理论的层面上为“导学互动”教学模式提供理论支撑及可行性分析；首次运用实际案例及教学实验,从实践的层面上验证“导学互动”教学模式的可行性及实用性。本课题期望能够为高中化学教师提供一种具有实践性和可操作性的教学模式,同时能够为从事高中化学教学研究的教师提供以一些研究方法上的借鉴,具有一定的实践价值和学术价值。
[Abstract]:The Standard of Chemistry Curriculum in Senior High School holds that in the teaching activities of chemistry in senior high school, teachers and students should participate together, interact actively and advance hand in hand. Chemistry teaching should be a lively, active and enlightening process. This means that teachers and students are no longer the relationship between giving and being given, and classroom teaching is no longer simply a process of teaching textbook knowledge and stiff memory knowledge, but rather a process of enlightenment, discovery, communication and cooperation between teachers and students. The process of interaction and inquiry, questioning and dissolving. With the deepening of contemporary education reform, the interactive teaching of "guiding learning" emerges as the times require, and has gradually become a powerful theoretical pillar in the process of chemistry teaching. The teaching mode of "guiding and learning interaction" is characterized by "combination of guidance and learning" and "interactive inquiry". Its teaching idea is "changing teaching into guidance, promoting learning by guidance, combining learning with thought, and interaction between guidance and learning". This teaching model is divided into four links: the first is "outline learning guide", the teacher first creates the problem situation according to the teaching content, and then shows the pre-compiled "guide learning outline", and the students learn by themselves according to the "guide learning outline". The second link is "cooperation and interaction". According to the outline of students' self-study guidance, it is difficult to solve and explore the problems of self-study through discussion and communication under the guidance of teachers, and the common problems are discussed by teachers. The third link is the "induction of learning guidance". First, let students review the teaching contents by using blackboard writing to extract the essence of the teaching content. Then the teacher guides the students through analysis, comparison and induction. Summary and other ways to integrate this section of knowledge into the existing knowledge structure of students, and promote it. The fourth link is the expansion training, the teacher selects the training question. Let students conduct self-examination and expand their use, and let students try to make up their own training questions and share them. Firstly, through the method of literature research and text analysis, this paper expounds the present situation and development trend of the teaching model, the characteristics of chemistry in senior high school, the background and significance of the research, and explores the support of cognitive learning theory to the interactive teaching model of guiding learning. Then combining with the basic framework of the interactive teaching model and the practical experience of myself and many first-line senior high school chemistry teachers, this paper summarizes the implementation strategy and the evaluation system of teachers and students in the chemistry teaching of senior high school. Finally, the teaching experiment is carried out. Two parallel classes in Xichuan No. 1 Senior Middle School are chosen as the experimental class and the contrast edition, and the practice of teaching is carried out for half a year using the interactive teaching mode of "guiding learning" and the traditional teaching mode respectively. This paper proves the feasibility and practicability of the teaching mode of "guiding and learning interaction" from the comparative analysis of teaching effect. The innovation of this study lies in: this paper, combining with my senior high school chemistry teaching practice, contrasts with the traditional teaching mode, and studies the teaching mode of "guiding learning interaction". Combining pedagogy and psychology theory knowledge for the first time, it provides theoretical support and feasibility analysis for the teaching mode of "guiding learning interaction" from the theoretical level, and uses practical cases and teaching experiments for the first time. To verify the feasibility and practicability of the teaching mode of "guiding learning interaction" from the aspect of practice. This topic is expected to provide a practical and operational teaching model for senior high school chemistry teachers, at the same time, it can provide some research methods for teachers engaged in high school chemistry teaching research. Have certain practice value and academic value.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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