基于学生认知风格的高中化学教学策略研究

发布时间：2018-08-20 08:54

【摘要】：遵照新课程改革要求,学生不再是课堂上的观众,是课堂的主体,教师以学生为主进行教学。飞速发展的社会也需要适应社会发展的人,人就是发展的中心,教育必须要培养具有各种适应能力的人,只有让学生具备各种能力,才能很好地适应社会的不同需要。中学教育是教育的重要组成部分,学生是具有独立思维能力的个体,个体之间都会有不同的认知差异,为了促进学生更好的发展,作为教师,必须要了解学生,根据学生不同的认知差异采取不同的教学策略,促进学生有效的学习。笔者根据场独立和场依存型学生的不同认知风格特点,研究在化学教学中相应的教学策略。本研究选择甘肃省天祝县第二中学高一年级两个平行班的学生,用镶嵌图形测验测出认知风格类型,在每个班里选择比较典型的15位场独立型和15位场依存型的学生作为研究对象,根据场独立型和场依存型认知风格学生的特点,采用了不同的教学策略进行教学,经过两个多月的实施之后,对两个班级的学生进行了测试,并且对选取对象进行访谈。研究结果表明:场独立型认知风格的学生更偏向于(1)在教学过程中教师通过一个概念引申到另外的概念,直观的画出概念结构图的教学策略;(2)让学生亲自发现问题、探究问题、解决问题的探究性教学策略;(3)让学生通过教师对部分知识的分析后进行综合,形成整体的教学策略等。场依存型认知风格的学生更偏向于(1)教师在教学过程中设置悬念、启发学生、激起学生学习兴趣的教学策略;(2)在教学中比较直观的、形象的解决教学问题的教学策略;(3)要及时评价学生的作业完成情况、作业中出现的问题,并且对于学生的成绩给予肯定的教学策略等。
[Abstract]:According to the requirements of the new curriculum reform, the students are no longer the audience in the classroom, but the main body of the classroom. The rapidly developing society also needs the person who adapts to the social development, the person is the center of the development, the education must train the person with all kinds of adaption ability, only let the student have each kind of ability, can adapt to the different needs of the society very well. Middle school education is an important part of education, students are individuals with independent thinking ability, each individual will have different cognitive differences. In order to promote the better development of students, as teachers, we must understand students. According to students' different cognitive differences, different teaching strategies are adopted to promote students' effective learning. According to the different cognitive characteristics of field-independent and field-dependent students, the author studies the corresponding teaching strategies in chemistry teaching. In this study, the students of two parallel classes in Grade 1 of the second Middle School of Tianzhu County, Gansu Province, were selected to measure the cognitive style type by inlaid graph test. In each class, 15-bit field-independent and 15-bit field-dependent students were selected as research objects. According to the characteristics of field-independent and field-dependent cognitive style students, different teaching strategies were adopted. After more than two months of implementation, two classes of students were tested, and selected subjects were interviewed. The results show that students with field-independent cognitive style tend to (1) extend one concept to another in the process of teaching, draw the teaching strategy of concept structure diagram intuitively; (2) let students find out the problem and explore the problem in person. Problem solving inquiry teaching strategy; (3) let the students through the teacher's analysis of part of the knowledge after the synthesis, forming the overall teaching strategy. Students with field-dependent cognitive style tend to (1) teachers set up suspense in the teaching process, inspire students, arouse students' learning interest, (2) in teaching more intuitive, The teaching strategy of solving teaching problems in image; (3) evaluating students' homework completion situation, problems in homework, and giving positive teaching strategies to students' achievements and so on.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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