基于学生认识发展的化学实验教学实践研究

发布时间：2018-05-30 09:18

本文选题：化学实验 + 认识角度　；参考：《南京师范大学》2015年硕士论文

【摘要】：本论文采取文献检索、教学实践、案例分析、问卷调查及学生访谈等研究方法。立足建构主义学习理论,从专家学者对学生化学认识发展的研究和实践中寻找理论依据。结合自身在教学一线的教学实践,通过对教学案例的分析,尝试用化学实验教学促进学生化学认识的发展。利用问卷调查和访谈的方法,反馈教学效果,分析学生在认识角度、认识方式这两个方面的发展。研究发现,化学实验在促进学生认识发展中具有积极的作用。实验班和对照班的学生在解决“了解、知道”等层次的知识问题时体现出来的差异并不明显,但是遇到具体问题情境,需要调用学生已有知识来解决问题时,实验班同学的表现明显优于对照班同学的表现,他们在知识迁移方面的表现更加出色。在观察实验现象时,实验班的同学观察视角更多,观察力更敏锐,思考问题时具备了一定的“微粒观”、“能量观”,对问题的认识更深入,更贴近物质反应的本质。
[Abstract]:This paper adopts the methods of literature retrieval, teaching practice, case analysis, questionnaire investigation and student interview. Based on constructivist learning theory, the theoretical basis is sought from the research and practice of experts and scholars on the development of students' understanding of chemistry. Combining with the teaching practice in the front line of teaching, through the analysis of teaching cases, this paper attempts to promote the development of students' understanding of chemistry by means of chemical experiment teaching. By using the method of questionnaire and interview, this paper gives feedback to the teaching effect and analyzes the development of the students in the aspect of cognition and the way of cognition. It is found that chemical experiments play an active role in promoting students' understanding. There is no obvious difference between the students of the experimental class and the control class in solving the knowledge problems at the level of "understanding, knowing", but when they encounter specific problem situations, they need to use the students' existing knowledge to solve the problems. The performance of the experimental class is better than that of the control class, and their knowledge transfer performance is better. In observing the experimental phenomena, the students in the experimental class have more visual angles and sharper observation, and have certain "particle view" and "energy view" when thinking about the problem, so they have a deeper understanding of the problem and are closer to the essence of material reaction.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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