基于三重表征的化学课堂教学行为研究

发布时间：2018-06-28 11:04

本文选题：三重表征 + 化学课堂教学行为　；参考：《南京师范大学》2015年硕士论文

【摘要】：化学课堂教学行为研究能够促进化学教师的专业化发展,提高教学水平,符合化学新课程改革的需要。论文对三重表征和课堂教学行为的研究现状与问题进行了阐述与分析。论文基于三重表征提出了HWF-R-C分析法,并详细地界定了相关概念的操作性定义,就“酚”的教学片断说明了HWF-R-C分析法的具体编码操作与分析过程,并对“酚”的教学片断做了评分者信度。论文根据HWF-R-C分析法就“卤代烃”、“离子反应”和“碳酸钠和碳酸氢钠”三个案例细致地绘制不同教师不同课例的HWF图和R-C图,开展了专家型教师和新手型教师的教学行为的对比研究,获得了专家型教师和新手型教师的课堂教学行为的特点,表明该分析法的合理性、可行性。(1)论文通过比较HWF图中折线的形状、长度、偏向和曲折次数,比较不同教师的教学思路。通过R-C图可以发现专家型教师相较于新手型教师更重视微观表征和符号表征之间的转换,新手型教师往往更重视引导学生在宏观表征和符号表征之间转换。(2)通过HWF图和R-C图得出的结论可以在某种程度上达到互为印证的效果。HWF图和R-C图的数据处理方式不同,两者所反映的重点亦有差异,HWF图和R-C图得出的结论可以互相补充。
[Abstract]:The study of chemistry classroom teaching behavior can promote the professional development of chemistry teachers, improve teaching level, and meet the needs of the new chemistry curriculum reform. The present situation and problems of triple representation and classroom teaching behavior are expounded and analyzed in this paper. Based on the triple representation, this paper puts forward the HWF-R-C analysis method, defines the operational definition of the related concepts in detail, and explains the coding operation and analysis process of the HWF-R-C analysis method based on the teaching fragment of "phenol". Furthermore, the reliability of the teaching segment of Phenol was evaluated. According to the HWF-R-C analysis method, the HWF and R-C diagrams of different class examples of different teachers are carefully drawn according to the three cases of "halogenated hydrocarbon", "ionic reaction" and "sodium carbonate and sodium bicarbonate". The comparative study of the teaching behavior of expert teachers and novice teachers is carried out, and the characteristics of classroom teaching behaviors of expert teachers and novice teachers are obtained, which shows that the analysis method is reasonable. (1) by comparing the shape, length, deflection and times of twists and turns in the HWF diagram, the paper compares the teaching ideas of different teachers. Through R-C graph, we can find that expert teachers pay more attention to the transformation between microscopic representation and symbolic representation than novice teachers. Novice teachers tend to pay more attention to guiding students to convert between macroscopic representation and symbolic representation. (2) the conclusions drawn from HWF and R-C diagrams can to some extent achieve mutually validated effects. The data processing methods of HWF and R-C graphs are different. The results of HWF diagram and R-C diagram can complement each other.
【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

【参考文献】