理综视角下高中化学知识的探析

发布时间：2018-05-18 22:39

本文选题：学科交叉 + 教育价值　；参考：《新疆师范大学》2015年硕士论文

【摘要】：学科交叉教学是培养学生综合能力的重要途径之一,通过学科间的横向联系也能有效的提高教学效率。学科交叉教学的实施需要建立在知识的交叉点和学生对知识建构的基础上,立足于学科交叉的研究,梳理理综学科知识的交叉点,分析交叉知识在学科模块的编排顺序和教育价值的体现,对于交叉教学中生物、物理学科知识与化学知识的有效渗透具有重要意义。本研究在学科交叉研究相关文献的基础上,以新疆伊犁霍城县某中学的高三、高一学生和高中化学教师作为调查对象,通过问卷调查分析了学生和教师对学科交叉知识的认识及其学科交叉教学实施状况。研究发现调查的92.7%的高一学生和95.0%的高三学生都认为化学与其他学科存在着一定的联系,学生在所做的化学试题中也会涉及其他学科的知识。在教学实施的选择上,79.3%的高一学生和84.3%的高三学生都希望化学教学中引入其他学科知识。通过对教师的调查发现大部分的教师在教学过程都会尝试着引入其他学科知识,但是学科交叉教学实施的并不理想,主要原因之一是教师对相关学科知识的欠缺。本研究针对学科交叉知识分析的主要工作是:基于人教版高中7本化学、12本物理和6本生物教材的知识进行系统的归纳和整理,梳理出化学与生物、化学与物理学科的交叉知识,化学与生物学科间存在34个交叉知识点,涉及生物44节的内容,化学与物理学科有21个交叉知识点,涉及物理26节的内容,交叉知识主要涉及物质结构、有机化学和反应原理类别的知识。通过对交叉知识在学科模块的编排顺序和教育价值的分析发现,基于学生对物理、生物学科知识的学习经验进行学科知识的引入,才利于学科交叉教学过程中学生对化学知识的意义建构,生物中生命和物理中科学实验、科学理论的学习,利于化学的教学中STSE和HPS教学模式的运用,促进化学知识的横向和纵向的拓展。本研究结果有助于教师认识到理综学科知识的关联性和学科交叉教学的意义,通过多角度对化学知识的学习,利于化学教材知识的动态性、生成性和开放性,最终为化学教学中较好的渗透学科知识奠定一定的基础。
[Abstract]:Interdisciplinary teaching is one of the important ways to cultivate students' comprehensive ability. The implementation of interdisciplinary teaching needs to be based on the intersection of knowledge and the construction of knowledge by students, based on the research of subject intersection, and to sort out the intersection of subject knowledge. It is of great significance to analyze the arrangement order and educational value of cross-knowledge in discipline modules for the effective infiltration of biological, physical and chemical knowledge in cross-teaching. On the basis of the relevant literature of interdisciplinary research, this study takes senior three, first grade students and senior chemistry teachers in a middle school in Huocheng County, Xinjiang as the objects of investigation. This paper analyzes the students' and teachers' understanding of the subject crossing knowledge and the implementation of the subject crossing teaching through the questionnaire survey. The study found that 92.7% of the freshmen and 95.0% of the senior high school students all thought that chemistry had some relationship with other subjects, and that the students would also involve the knowledge of other subjects in the chemistry test. 79.3% of the first and 84.3% of senior high school students hope to introduce other subjects in chemistry teaching. Through the investigation of teachers, it is found that most teachers will try to introduce knowledge of other subjects in the teaching process, but the implementation of interdisciplinary teaching is not ideal, one of the main reasons is the lack of teachers' knowledge of related subjects. The main work of this study is to summarize and sort out the knowledge of chemistry and biology based on the knowledge of 7 chemistry books and 12 physics textbooks and 6 biology textbooks in senior high school. There are 34 cross-knowledge points between chemistry and biology, involving 44 sections of biology, 21 cross-knowledge points of chemistry and physics, and 26 sections of physics. Cross-knowledge mainly involves knowledge of material structure, organic chemistry, and principles of reaction. Through the analysis of the arrangement order and educational value of cross-knowledge in the subject module, it is found that the introduction of subject knowledge is based on the students' learning experience of physics and biology. Only in the process of interdisciplinary teaching, can students construct the meaning of chemical knowledge, experiment in life and physics in biology, learn scientific theory, and apply STSE and HPS teaching mode in chemistry teaching, which is beneficial to the construction of chemistry knowledge in middle school students, the scientific experiment in biology and physics, and the study of scientific theory. Promote the horizontal and vertical expansion of chemical knowledge. The results of this study are helpful for teachers to realize the relevance of science knowledge and the significance of interdisciplinary teaching, and to study chemistry knowledge from many angles, which is beneficial to the dynamic, generative and open nature of chemistry textbook knowledge. Finally, it lays a certain foundation for the better permeation of subject knowledge in chemistry teaching.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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