反思性学习策略在高三化学复习中的运用研究

发布时间：2018-05-16 20:20

本文选题：高三化学 + 反思性学习　；参考：《苏州大学》2015年硕士论文

【摘要】：为了应对目前高三化学复习时间紧、知识杂、任务重的严峻现状;为了实现学生及其化学学科的可持续发展,以及化学新课程标准对现在高中生提出的“能对自己的化学学习过程进行计划、反思、评价和调控,提高自主学习化学的能力、逐步形成独立思考的能力”的要求,本文力求通过在平时的教学中逐步渗透对学生反思性学习能力的培养,使学生养成敢于质疑、用于探索、定时反思的学习习惯,最终达到学会学习的目的。为了更好的结合学科和学生的实际情况,更具针对性的制定出培养高三学生反思性学习的策略,通过查阅国内外有关反思性学习的相关文献并结合自身的教学经验,编制了“高中生化学反思性学习能力的调查问卷”,分别从反思意识、反思习惯、反思技能三个方面的现状进行了调查分析,发现现阶段学生的反思性学习能力有所欠缺且急待提高。通过自然观察、个别访谈并结合问卷调查的结果总结了学困生的四大类型,并从内因和外因两方面分析了影响高三化学复习的一些因素。结合现阶段的复习现状并针对学生的特点和个体差异,采用了不同的反思性学习能力的培养策略,以求实现反思性学习能力的全面提升。根据学生和教学的现状,本文明确了反思性学习的四大内容:反思学习态度、反思知识掌握情况、反思学习方法、反思学习效果;确定和践行了反思性学习的四大策略:激发反思意识的策略、营造反思氛围的策略、培养反思习惯的策略及提高反思技能的策略。在此基础上逐步培养学生形成了学习一反思一概括一纠正一再反思的反思性学习习惯。通过十个月有目的有计划的反思训练实践,发现学生的反思性学习能力、学习积极性和主动性都有了提高,发现问题、解决问题、运用已学知识的能力也有进步。研究过程中的一些经验和结论也对今后的化学教与学中提高学生的学习效率提供了一些有益的参考。
[Abstract]:In order to cope with the serious current situation of high school chemistry review, miscellaneous knowledge and heavy task, in order to realize the sustainable development of students and their chemistry, and the new curriculum standards of chemistry, the senior high school students can plan, reflect, evaluate and regulate their chemistry learning process, and improve their ability to study chemistry independently. In order to develop the ability to think independently, this article seeks to develop the students' reflective learning ability gradually through the ordinary teaching, so that students can develop the learning habits that dare to question, explore and reflect regularly, and finally achieve the purpose of learning. In order to better combine the actual situation of the subject and the students, it is more effective. In order to develop the strategy of cultivating the reflective learning of the junior high school students, by consulting related literature at home and abroad and combining with their own teaching experience, a questionnaire of "reflective learning ability of high school students" was compiled, and the status of three aspects of reflective consciousness, rethinking habit and reflective skills were investigated. It is found that the students' reflective learning ability is short and urgent to improve at the present stage. Through the natural observation, individual interviews and the results of the questionnaire survey, the four major types of students with learning difficulties are summarized, and some factors affecting the chemistry review are analyzed from the two aspects of internal and external factors. According to the present situation of students and teaching, the four main contents of reflective learning are: Reflection on learning attitude, reflection on knowledge mastery, reflection on learning methods, reflection on learning effect, and determination of learning effect. Four strategies for reflective learning are carried out: strategies to stimulate reflective consciousness, strategies for creating a reflective atmosphere, strategies for cultivating reflective habits and strategies to improve reflection skills. On this basis, students are gradually trained to form a learning reflection, a summary and a rectified reflection of reflective learning habits. A goal is planned for ten months. The reflection training practice has found that students' reflective learning ability, learning enthusiasm and initiative have been improved, problems are found, problems are solved, and the ability to use learned knowledge has also been improved. Some experience and conclusions in the study also provide some useful references for the higher students' learning efficiency in the future chemistry teaching and learning.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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