“化学平衡”学习难点成因分析与教学设计研究
发布时间：2018-09-03 15:54
【摘要】：“化学平衡”理论(包括电离平衡、水解平衡、溶解平衡)一直是广大化学教师教学与学生学习的重点与难点所在。化学平衡不仅是高中化学重要的教学内容,也是教师和学生在教学过程与学习过程中的难点。研究“化学平衡”学习难点成因及教学设计的开发,不仅可以帮助一线教师分析学生学习“化学平衡”过程中存在的学习难点,顺利建立宏观与微观之间的联系,又可以提高教师教学效果。通过对国内外现状的分析,发现国外对这部分内容的研究着重于学生所存在的前概念、错误概念。国内的化学平衡有关于迷思概念、前概念的研究。还有化学平衡教学策略的研究,但主要集中于某一化学问题的解决,如等效平衡、化学平衡常数、化学平衡的计算等,而对“化学平衡”学习难点成因分析以及教学设计开发的研究并不多。为了分析“化学平衡”学习难点成因以及为教师教学提出合理化建议,本研究从以下三个方面进行;首先,通过对一线的富有丰富教学经验的高中化学教师进行问卷调查与访谈,了解学生在学习化学平衡的过程中存在的易错知识点和问题,便于从直观角度了解学生学习困难的原因以及教师在教学过程中运用何种教学策略顺利突破重难点,化繁为简,从而为教学设计的研究提供一定的帮助;其次,根据对第一份调查问卷的分析,以及与教师的交流,以概念转变理论、三重表征理论、建构主义理论为依据设计化学平衡部分的教学内容,并实施于实验班;第三,编制《化学平衡测试问卷》,对实验班和对照班进行测试,量化教学效果,最终,完善教学设计。通过本研究得出以下结论:第一:学生在学习化学平衡过程中对等效平衡、化学平衡的计算以及化学反应速率图像等知识点问题比较突出。第二:学生的错误概念主要出现在化学平衡建立过程中的反应方向、化学平衡状态的判断、外界条件变化对反应速率的影响、外界条件变化对化学平衡的影响。第三:通过以概念转变理论、三重表征理论、建构主义理论为依据开展的教学设计对转变学生错误概念、构建宏观表征与微观表征的联系、提高教学效果方面有一定的可行性和有效性。
[Abstract]:The theory of "chemical equilibrium" (including ionization equilibrium, hydrolytic equilibrium and dissolution equilibrium) has always been the focus and difficulty in the teaching and learning of chemistry teachers and students. Chemical balance is not only an important teaching content of chemistry in senior high school, but also a difficulty for teachers and students in the process of teaching and learning. The study of the causes of learning difficulties and the development of teaching design can not only help front-line teachers analyze the learning difficulties existing in the process of students' learning "chemical balance", but also smoothly establish the relationship between macro and micro. It can also improve the teaching effect of teachers. Through the analysis of the present situation at home and abroad, it is found that the foreign research on this part of the content focuses on the pre-concept and the wrong concept of the students. Chemical equilibrium in China has been studied on the concept of myth and preconception. There are also studies on the teaching strategies of chemical equilibrium, but they mainly focus on solving certain chemical problems, such as equivalent equilibrium, chemical equilibrium constants, calculation of chemical equilibrium, etc. However, there are few studies on the study difficulty of chemical balance and the development of teaching design. In order to analyze the causes of the learning difficulties of "chemical balance" and to put forward reasonable suggestions for teachers' teaching, this study is carried out from the following three aspects: first of all, Through the questionnaire survey and interview of the chemistry teachers with rich teaching experience in the front line, we can find out the error-prone knowledge points and problems existing in the process of students' learning chemical balance. It is convenient to understand the causes of students' learning difficulties from an intuitive point of view and what teaching strategies teachers use in the teaching process to successfully break through the heavy difficulties and simplify them so as to provide some help for the study of teaching design. According to the analysis of the first questionnaire and the communication with the teachers, based on the theory of conceptual transformation, the theory of triple representation and the theory of constructivism, the teaching contents of the chemical balance part are designed and implemented in the experimental class. The chemical balance test questionnaire was compiled, the experimental class and the control class were tested, the teaching effect was quantified, and the teaching design was improved. The main conclusions are as follows: firstly, the problems of equivalent equilibrium, calculation of chemical equilibrium and the image of chemical reaction rate are prominent in the process of studying chemical equilibrium. Second, the students' misconception mainly appears in the reaction direction, the judgement of the chemical equilibrium state, the influence of the change of the external condition on the reaction rate, and the influence of the change of the external condition on the chemical equilibrium during the process of establishing the chemical equilibrium. Thirdly, through the teaching design based on conceptual transformation theory, triple representation theory and constructivism theory, the relationship between macro representation and micro representation is constructed. It is feasible and effective to improve the teaching effect.
【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
本文编号：2220452
[Abstract]:The theory of "chemical equilibrium" (including ionization equilibrium, hydrolytic equilibrium and dissolution equilibrium) has always been the focus and difficulty in the teaching and learning of chemistry teachers and students. Chemical balance is not only an important teaching content of chemistry in senior high school, but also a difficulty for teachers and students in the process of teaching and learning. The study of the causes of learning difficulties and the development of teaching design can not only help front-line teachers analyze the learning difficulties existing in the process of students' learning "chemical balance", but also smoothly establish the relationship between macro and micro. It can also improve the teaching effect of teachers. Through the analysis of the present situation at home and abroad, it is found that the foreign research on this part of the content focuses on the pre-concept and the wrong concept of the students. Chemical equilibrium in China has been studied on the concept of myth and preconception. There are also studies on the teaching strategies of chemical equilibrium, but they mainly focus on solving certain chemical problems, such as equivalent equilibrium, chemical equilibrium constants, calculation of chemical equilibrium, etc. However, there are few studies on the study difficulty of chemical balance and the development of teaching design. In order to analyze the causes of the learning difficulties of "chemical balance" and to put forward reasonable suggestions for teachers' teaching, this study is carried out from the following three aspects: first of all, Through the questionnaire survey and interview of the chemistry teachers with rich teaching experience in the front line, we can find out the error-prone knowledge points and problems existing in the process of students' learning chemical balance. It is convenient to understand the causes of students' learning difficulties from an intuitive point of view and what teaching strategies teachers use in the teaching process to successfully break through the heavy difficulties and simplify them so as to provide some help for the study of teaching design. According to the analysis of the first questionnaire and the communication with the teachers, based on the theory of conceptual transformation, the theory of triple representation and the theory of constructivism, the teaching contents of the chemical balance part are designed and implemented in the experimental class. The chemical balance test questionnaire was compiled, the experimental class and the control class were tested, the teaching effect was quantified, and the teaching design was improved. The main conclusions are as follows: firstly, the problems of equivalent equilibrium, calculation of chemical equilibrium and the image of chemical reaction rate are prominent in the process of studying chemical equilibrium. Second, the students' misconception mainly appears in the reaction direction, the judgement of the chemical equilibrium state, the influence of the change of the external condition on the reaction rate, and the influence of the change of the external condition on the chemical equilibrium during the process of establishing the chemical equilibrium. Thirdly, through the teaching design based on conceptual transformation theory, triple representation theory and constructivism theory, the relationship between macro representation and micro representation is constructed. It is feasible and effective to improve the teaching effect.
【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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