提高高中化学情境教学有效性的策略研究

发布时间：2018-07-06 14:06

本文选题：情境教学 + 高中化学　；参考：《四川师范大学》2015年硕士论文

【摘要】：调查研究发现,高中化学情境教学实践中存在以下问题:有的情境华而不实,有的情境缺乏思考价值,有的情境内容重复占用时间过多,有的情境照抄照搬没有顾及学生认知水平等等。这些为情境而情境的低效或无效的教学行为,影响了教学效果,也影响了广大教师情境教学的积极性,这是高中化学情境教学实践亟待解决的问题。笔者的情境教学实践研究经历了三个阶段。第一阶段,2012~2013学年为情境教学的摸索阶段。在此其间认真学习情境教学的相关研究成果,提升自己的理论水平,并将这些成果应用到平常教学中,使自己的课堂增添了活力,但是实践中也不同程度地存在前面提到的问题。第二阶段,2013~2014学年进入对比实验阶段。在调查研究的基础上,反思第一阶段情境教学的不足,并以所教两个班为研究对象进行对比实验。研究发现,高中化学情境教学需同时注重四大策略:利于高中化学教学目标综合实现的策略,与高中化学内容深度融合的策略,遵循高中生认知水平和认知特征的策略,注重课堂教学效率和有效性的策略。研究结果表明,改进后的情境教学设计提高了课堂教学效率,利于调动学生学习化学的兴趣,学生问题意识有所增强。在市级统考中,实验班后测试成绩较以前测试成绩有了明显进步。第三阶段,2014~2015学年为总结整理阶段。
[Abstract]:The investigation and study found that there are some problems in the teaching practice of high school chemistry situation: some situation is not true, some situation is lacking in thinking value, some situation content is too much time, some situation copying does not take account of students' cognitive level and so on. The teaching effect has also influenced the enthusiasm of the teachers in the situation teaching, which is the urgent problem to be solved in the practice of chemistry situation teaching in high school. The author's situation teaching practice has gone through three stages. In the first stage, the 2012~2013 school year is the exploratory stage of situational teaching. In the meantime, the related research results of the real learning situation teaching are promoted. Their own theoretical level, and apply these results to ordinary teaching, add vitality to their own classes, but in practice, there are some problems mentioned in different degrees. In the second stage, the 2013~2014 school year enters the comparative experiment stage. On the basis of the investigation, the deficiency of the first stage situation teaching is reflected and the two is taught. The study shows that the high school chemistry situational teaching should pay attention to the four strategies at the same time: the strategy which is beneficial to the comprehensive realization of the high school chemistry teaching goal, the strategy with the high school chemistry content, the strategy of the high school students' cognitive level and the cognitive characteristics, and the strategies of the efficiency and efficiency of the classroom teaching. The results show that the improved situational teaching design improves the efficiency of classroom teaching, helps to arouse students' interest in learning chemistry, and enhances students' awareness of problems. In the city level examination, the test results after the experimental class have improved obviously compared with the previous test results. The third stage, the 2014 ~2015 school year is the summary and collation stage.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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