基于化学核心概念转变的教学研究

发布时间：2018-07-21 13:12

【摘要】：我国高中化学课程倡导转变化学知识观，重视包括化学主要概念、概念的体系和化学基本观念在内的概念性知识的教学。化学核心概念的学习上升到很高的地位。科学地理解化学核心概念能够促进个体知识建构发展、提高学科素养。化学概念中包括表征概念的名称和揭示概念内涵的科学定义。有些概念的名称字面含义明显，例如原子、分子；但是也有一些概念的名称字面含义生涩，例如电解质、化学键等。因此化学概念教学方法不能一概而论。高中化学核心概念的教学不仅应该与学生的生活相互联系，使其带有一定的生活色彩，同时教师应该厘定每个核心概念本质，为学生开启化学科学思维和认识能力提升打开一条条新的通道。根据建构主义理论，学生对许多化学概念知识并非一无所知，在课前他们通过各种途径获得了一些相关信息。本论文是在学习和应用前人对概念转变理论研究的基础上，将正确获得科学概念之前的概念都称为“前概念”。这些前概念可能会帮助学生顺利地学习新的概念，也可能对新概念的理解起误导作用。其中包括一些表面的、甚至是错误的概念，国外学者称之为“迷思概念”。要建构科学概念必须过问学生的前概念、矫正迷思概念。笔者首先筛选出高一学生学习化学课程中的核心概念，并对存在的化学前概念进行探查和其形成原因进行分析。选用的教材是山东科技出版社必修化学1和必修化学2。研究的核心概念是电解质、氧化还原反应、化学键和原电池。探查学生关于它们可能存有的前概念，最终的落脚点是为促进化学核心概念转变的教学设计提供参考依据。最后以原电池概念的教学为例，分析学生头脑中存在的前概念，根据前概念内容巧妙地设计问题教学情境，引发新情境与学生已有认知上的冲突，，使得学生产生概念转变的意愿，激发其求知欲；通过小组交流合作，分组实验探究、提供实证、建立原电池概念认识模型等环节，帮助学生解决仅凭原有概念不能处理的问题，促使学生前概念向新概念也就是科学概念的转变。利用练习等方式使学生及时反馈，巩固科学概念。笔者设计了原电池的相关题目对学生进行后测，然后对数据进行分析，发现促进概念转变的教学策略确实有效。为了有效地实施概念转变的课题研究，采用的研究方法主要有四种。（1）文献法。通过查找、阅读文献，收集前人研究的概念转变理论，借鉴其成果，反思概念转变在实际教学中的应用价值，设计促进化学核心转变的教学模式。（2）调查问卷法。编制相关问题制作调查问卷，探查高一四个班的学生对原电池等概念的前概念。（3）访谈法。根据学生的实际情况进行访谈，诊断出学生对化学概念的前概念，以便有针对性地进行教学。（4）行动研究法。制定原电池的概念转变教学计划，提出研究的具体教学问题，设计促进概念转变的教学模式和教学策略，整理、分析、评价教学效果并进行展望。
[Abstract]:China's high school chemistry curriculum advocates changing the concept of chemical knowledge, emphasizing the teaching of conceptual knowledge including the main concept of chemistry, the system of concept and the basic concept of chemistry. The learning of the core concept of chemistry has risen to a high position. The scientific understanding of the core concept of chemistry can promote the development of the individual knowledge construction and improve the quality of the subject. The concept of learning includes the name of the representation concept and the scientific definition of revealing the connotation of the concept. The names of some concepts have an obvious literal meaning, such as atoms and molecules; but there are some concepts, such as electrolytes and chemical bonds, such as electrolytes and chemical bonds. Therefore, the teaching method of chemical concepts can not be generalized. The teaching of the core concept of chemistry in high school Learning should not only relate to the life of the students, but also make it with a certain color of life. At the same time, teachers should define the essence of each core concept, and open a new channel for students to open their chemical scientific thinking and cognitive ability.
According to the constructivist theory, students do not know nothing about the knowledge of chemical concepts. They have obtained some relevant information through various ways before class. This paper is based on the study and application of previous research on conceptual transformation theory, and the concepts before obtaining the correct concept of scientific concept are called "the former concept". It can help students to learn new concepts smoothly, and may also mislead the understanding of new concepts. It includes some superficial, even wrong concepts. Foreign scholars call it "the concept of myth". To construct scientific concepts, the concept of the students must be questioned by Jiao Zhengmi.
The author first screened the core concepts in the chemistry course of high school students, and analyzed the existing concept of chemical preconceptions and the reasons for their formation. The core concepts of the required chemistry 1 and the required chemistry 2. in Shandong science and Technology Press are electrolytes, oxygen reduction reactions, chemical bonds and primary batteries. As for the former concepts they may have, the final foothold is to provide reference for promoting the teaching design of the transformation of chemical core concepts.
Finally, taking the teaching of the concept of the original battery as an example, it analyzes the pre concept existing in the mind of the students, designs the teaching situation skillfully according to the content of the former concept, triggers the conflict between the new situation and the students, and makes the students produce the intention of the concept transformation and stimulate their desire for knowledge. In order to help students to solve the problems that can not be dealt with by the original concept, it helps students to change the concept from the new concept to the concept of science. The analysis of data shows that teaching strategies that promote conceptual change are effective.
In order to carry out the research of conceptual change effectively, there are four main methods of research. (1) literature method. Through searching, reading literature, collecting the theory of conceptual change of previous research, drawing on its achievements, rethinking the application value of concept transformation in practical teaching, and designing the teaching mode to promote the transformation of chemical core. (2) questionnaire method. Make a questionnaire and explore the former concept of the primary battery in the 14 classes. (3) interview method. Interview the students according to the actual situation of the students, diagnose the students' pre concept of the concept of chemistry in order to carry out the teaching. (4) action research method. To study the specific teaching problems, design the teaching mode and teaching strategy to promote conceptual change, collate, analyze, evaluate the teaching effect and prospect.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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