高一化学探究性教学的先行组织者策略研究及运用
发布时间：2018-09-07 10:28
【摘要】：高一化学的教学对初升高学生化学思维的转变与科学思维的培养至关重要,而高一化学探究性教学和先行组织者策略均符合新课程、新课改的要求。探究性教学是以培养学生科学素养和创新意识为目标,重视知识的生成构建过程,以学生为主体,教师引导启发下的一种探究化学知识及本质的一种教学活动。但在高一化学教学中,探究性教学仍存在很多不足之处,学生的主体和教师的引导作用并不能有效的发挥。而先行组织者策略是奥苏贝尔在有意义学习的基础上提出来的一种教学策略,它有助于学生主动构建新旧知识联系,完善学生的认知结构,能使教学过程有序、层次、组织化。而且随着探究性教学和先行组织者策略研究的不断深入,其内容及范围得到了扩展,都已不再局限某一种形式,先行组织者策略和探究性教学已经能适用于高一化学很多知识内容的教学。因此,笔者认为将探究性教学与先行组织者策略相结合运用于高一化学教学课堂中将具有重要的研究价值。本研究通过文献法、观摩中学课堂、比较研究、实地介入式研究及问卷调查方法对高一化学探究性教学和先行组织者策略进行研究。首先是对探究性教学和先行组织者策略相关理论的研究,在此基础上,通过在三所学校的实习实践,观摩了高一化学教学课堂,总结探究性教学和先行组织者策略在运用中存在的四个方面的不足,在此基础上提出了高一化学探究性教学的先行组织者策略的八个设计原则,并对物质的量、气体的摩尔体积、物质的分类、酸碱盐在水中的电离及氧化还原反应的教学案例进行比较分析,总结了高一化学教学中教师常用的先行组织者一般类型。通过对课堂的观摩、比较及分析,归纳了较容易诱发高一化学探究性教学的八种先行组织者具体策略类型。然后对酸碱盐在水中的电离和氧化还原反应第一课时进行探究性教学设计,并在凤凰县某中学两个班进行教学实践,实践后对两个班的教学效果及对学习的影响进行问卷调查。研究发现利用先行组织者策略来组织高一化学探究性教学不仅符合新课标、新课改要求,促进探究性教学在化学教学中普及,能有效融合教师引导和学生主体,使两者在教学中都能有效发挥;通过该策略在高一化学教学中的初步运用发现探究性教学的先行组织者策略对学生成绩、兴趣、学习积极性、分析解决化学问题能力、科学素养、创新意识以及学习化学自信心方面的提高有促进作用。
[Abstract]:The teaching of chemistry in Senior one is very important to the transformation of students' chemical thinking and the cultivation of scientific thinking, and the inquiry teaching of chemistry and the strategy of leading organizers are in line with the requirements of the new curriculum and the new curriculum reform. Inquiry teaching is a kind of teaching activity, which aims at cultivating students' scientific literacy and innovation consciousness, attaches importance to the process of forming knowledge, takes students as the main body, and teachers guide and enlighten the students to explore the nature and knowledge of chemistry. But in the chemistry teaching of Senior one, there are still many deficiencies in the inquiry teaching, and the main body of students and the leading role of teachers can not play an effective role. The strategy of leading the organizer is a kind of teaching strategy put forward by Ausubel on the basis of meaningful learning. It helps students to construct the connection of old and new knowledge actively, to perfect the cognitive structure of students, and to make the teaching process orderly, hierarchical and organized. Moreover, with the deepening of the research on inquiry teaching and the strategy of leading organizers, its content and scope have been expanded, and they are no longer limited to a certain form. The strategy of advance organizer and inquiry teaching can be applied to the teaching of many contents of chemistry in Senior one. Therefore, the author thinks that it is of great value to combine inquiry teaching with the strategy of leading organizer in the classroom of chemistry teaching in Senior one. In this study, the methods of literature, classroom observation, comparative study, field intervention and questionnaire survey were used to study the strategies of chemistry inquiry teaching and leading organizer in senior high school. The first part is the research on the theory of inquiry teaching and the strategy of leading organizer. On this basis, through the practice in three schools, we observe the chemistry teaching classroom of Senior one. This paper summarizes the four shortcomings in the application of inquiry teaching and the strategy of leading organizer, and puts forward eight design principles of the strategy of leading organizer of chemistry inquiry teaching in Senior one on this basis, and the quantity of material. The teaching cases of molar volume of gas, classification of substances, ionization of acid, alkali and salt in water and redox reaction were compared and analyzed. The general types of leading organizers used by teachers in chemistry teaching of Senior one were summarized. Through the observation, comparison and analysis of the classroom, this paper sums up eight types of specific strategies of the leading organizers which are easy to induce chemistry inquiry teaching in Senior one. Then, the inquiring teaching design of ionization and redox reaction of acid, alkali and salt in water was carried out, and the teaching practice was carried out in two classes of a middle school in Fenghuang County. After the practice, the teaching effect of the two classes and their effects on learning were investigated by questionnaire. It is found that the use of the strategy of the leading organizer to organize the inquiry teaching in senior one chemistry not only meets the requirements of the new curriculum standard and the new curriculum reform, but also promotes the popularization of inquiry teaching in chemistry teaching, and can effectively integrate teachers' guidance with students' main body. Through the preliminary application of this strategy in the chemistry teaching of senior high school, it is found that the leading organizer strategy of inquiry teaching can improve the students' achievement, interest, enthusiasm, and ability to solve chemical problems. The improvement of scientific accomplishment, innovation consciousness and study chemistry self-confidence has the promotion function.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2228002
[Abstract]:The teaching of chemistry in Senior one is very important to the transformation of students' chemical thinking and the cultivation of scientific thinking, and the inquiry teaching of chemistry and the strategy of leading organizers are in line with the requirements of the new curriculum and the new curriculum reform. Inquiry teaching is a kind of teaching activity, which aims at cultivating students' scientific literacy and innovation consciousness, attaches importance to the process of forming knowledge, takes students as the main body, and teachers guide and enlighten the students to explore the nature and knowledge of chemistry. But in the chemistry teaching of Senior one, there are still many deficiencies in the inquiry teaching, and the main body of students and the leading role of teachers can not play an effective role. The strategy of leading the organizer is a kind of teaching strategy put forward by Ausubel on the basis of meaningful learning. It helps students to construct the connection of old and new knowledge actively, to perfect the cognitive structure of students, and to make the teaching process orderly, hierarchical and organized. Moreover, with the deepening of the research on inquiry teaching and the strategy of leading organizers, its content and scope have been expanded, and they are no longer limited to a certain form. The strategy of advance organizer and inquiry teaching can be applied to the teaching of many contents of chemistry in Senior one. Therefore, the author thinks that it is of great value to combine inquiry teaching with the strategy of leading organizer in the classroom of chemistry teaching in Senior one. In this study, the methods of literature, classroom observation, comparative study, field intervention and questionnaire survey were used to study the strategies of chemistry inquiry teaching and leading organizer in senior high school. The first part is the research on the theory of inquiry teaching and the strategy of leading organizer. On this basis, through the practice in three schools, we observe the chemistry teaching classroom of Senior one. This paper summarizes the four shortcomings in the application of inquiry teaching and the strategy of leading organizer, and puts forward eight design principles of the strategy of leading organizer of chemistry inquiry teaching in Senior one on this basis, and the quantity of material. The teaching cases of molar volume of gas, classification of substances, ionization of acid, alkali and salt in water and redox reaction were compared and analyzed. The general types of leading organizers used by teachers in chemistry teaching of Senior one were summarized. Through the observation, comparison and analysis of the classroom, this paper sums up eight types of specific strategies of the leading organizers which are easy to induce chemistry inquiry teaching in Senior one. Then, the inquiring teaching design of ionization and redox reaction of acid, alkali and salt in water was carried out, and the teaching practice was carried out in two classes of a middle school in Fenghuang County. After the practice, the teaching effect of the two classes and their effects on learning were investigated by questionnaire. It is found that the use of the strategy of the leading organizer to organize the inquiry teaching in senior one chemistry not only meets the requirements of the new curriculum standard and the new curriculum reform, but also promotes the popularization of inquiry teaching in chemistry teaching, and can effectively integrate teachers' guidance with students' main body. Through the preliminary application of this strategy in the chemistry teaching of senior high school, it is found that the leading organizer strategy of inquiry teaching can improve the students' achievement, interest, enthusiasm, and ability to solve chemical problems. The improvement of scientific accomplishment, innovation consciousness and study chemistry self-confidence has the promotion function.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
【相似文献】
相关期刊论文 前10条
1 杜盼盼;唐君;金美芳;;“先行组织者”在物理教学中的应用[J];科教导刊(上旬刊);2013年11期
2 钱红敏;;先行组织者策略——解读与实操[J];井冈山医专学报;2006年04期
3 杜玉霞;陶偌偈;;浅谈“先行组织者”在化学教学中的应用[J];科教文汇(下旬刊);2009年03期
4 贾成华;;“先行组织者”及其在化学教学中的应用[J];实验教学与仪器;2008年09期
5 袁海江;;物理教学中“先行组织者”策略运用之短镜头[J];物理教学探讨;2011年07期
6 邬云德;;初中数学“先行组织者”教学方式及其成效[J];中学数学杂志;2012年08期
7 李景林;;“先行组织者”策略在生物教学中的实践[J];教育研究与评论(中学教育教学);2012年07期
8 邬云德;;例谈“先行组织者”教学方式及其成效[J];中学教研(数学);2012年11期
9 李明远;;“先行组织者”课堂运用策略例谈[J];新课程研究(上旬刊);2013年06期
10 马松;;浅谈“先行组织者”在语文教学中的应用[J];新课程(中旬);2013年06期
相关会议论文 前2条
1 高峰;;“先行组织者”策略在地理教学设计中的应用[A];认识地理过程 关注人类家园——中国地理学会2003年学术年会文集[C];2003年
2 郭彦霞;;先行组织者教学技术应用效应研究[A];第十届全国心理学学术大会论文摘要集[C];2005年
相关硕士学位论文 前10条
1 韩从印;中美高中化学教材中先行组织者的应用比较研究[D];天津师范大学;2015年
2 丁美娟;先行组织者策略在高中数学预习中的研究[D];江西师范大学;2015年
3 董霞;初中数学教学中利用先行组织者促进学生理解数学概念和原理的研究[D];山东师范大学;2008年
4 崔发娟;先行组织者策略在大学英语教学中的应用研究[D];中南大学;2011年
5 苗荣科;先行组织者理论在化学教育中的应用研究[D];华东师范大学;2005年
6 钟丽凤;先行组织者策略对学生阅读理解影响的实验研究[D];江西师范大学;2007年
7 李祥军;先行组织者在高中化学教学中的应用探究[D];福建师范大学;2009年
8 黄健;先行组织者理论在高中化学课堂教学中的应用研究[D];辽宁师范大学;2013年
9 汪英;“先行组织者”策略在高中生物学教学中的应用研究[D];四川师范大学;2015年
10 马娟娟;苏教版新教材中先行组织者的运用策略[D];苏州大学;2010年
，本文编号：2228002
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2228002.html
