九年级化学概念的有效教学策略研究

发布时间：2018-07-06 07:29

本文选题：九年级 + 化学　；参考：《内蒙古师范大学》2015年硕士论文

【摘要】：化学概念是化学学科知识体系的基础,构建科学的化学概念知识体系对化学学习具有非常重要的作用。有效的化学概念教学是让学生科学、准确掌握化学概念的重要途径。而目前的化学概念教学存在着不少问题,这要求教师要转变教学理念,改变教学方法,探索有效教学途径,使学生能构建科学的化学概念知识体系。因此,化学概念的有效教学策略研究有着重要意义。本文在文献查阅的基础上,对国内外有关有效教学和概念教学的研究进行了归纳总结,旨在对义务教育九年级阶段的概念教学和有效教学策略提出一些研究建议;通过问卷调查了解了所在实习单位九年级化学概念的教学现状,在建构主义及有效教学理论的指导下,结合九年级化学概念特点及九年级化学概念教学现状,提出了概念同化与“先行组织者”相结合的有利于学生系统构建九年级化学概念知识体系的有效化学教学策略,结合本教学策略设计了两个具体的教学案例:构成物质的微粒—原子及物质的溶解的量,并进行了教学实践;通过对学生即时测验和延后测验成绩的比较,表明在概念教学中采取有效的教学策略对学生在概念形成和概念应用方面有积极的促进作用,有助于学生更好地掌握九年级化学概念知识体系,提高了化学课堂教学的质量。
[Abstract]:The concept of chemistry is the foundation of the knowledge system of chemistry. It is very important to construct scientific knowledge system of chemical concept for chemistry study. Effective chemistry concept teaching is an important way for students to master chemistry concept accurately. At present, there are many problems in the chemistry concept teaching, which requires teachers to change the teaching idea, change the teaching method, explore the effective teaching way, so that the students can construct the scientific chemistry concept knowledge system. Therefore, the study of effective teaching strategies for chemical concepts is of great significance. On the basis of literature review, this paper summarizes the research on effective teaching and concept teaching at home and abroad, aiming at putting forward some research suggestions on concept teaching and effective teaching strategies in the ninth grade of compulsory education. The present situation of chemistry concept teaching in ninth grade in the practice unit was investigated by questionnaire. Under the guidance of constructivism and effective teaching theory, the characteristics of chemistry concept in ninth grade and the present situation of chemistry concept teaching in ninth grade were combined. This paper puts forward an effective chemistry teaching strategy, which combines concept assimilation with "leading organizer", which is beneficial to students' systematic construction of chemistry concept knowledge system in ninth grade. Combined with this teaching strategy, two specific teaching cases are designed: the amount of particulate atoms and the dissolution of matter, and the teaching practice, and the comparison of students' results of instant test and deferred test. It is shown that effective teaching strategies in concept teaching can promote students' concept formation and application, help students master the knowledge system of chemistry concept in ninth grade, and improve the quality of chemistry classroom teaching.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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