“三导一测”教学模式在化学教学中的实施与研究

发布时间：2018-11-15 18:50

【摘要】：2008年山西省全面推进新课程改革,化学教学模式发生改变,新课改要求注重培养学生的自主学习能力、创新精神。许多学校纷纷展开了自己独特的教学方法和教学模式,在此我们学校经过三番考虑最后决定适用“三导一测”这种教学模式。“三导一测”教学模式是培养学生创新精神、合作意识、自主学习能力、主动探究等的一种学习方式。本研究通过探索新的教学模式的实施与研究相结合,探讨新的教学方法,并对其有效性进行研究。本文先对“三导一测”教学模式的概念、实施细则、研究内容、意见反馈以及存在问题综述,在理论分析基础上,结合高一高二学生的特点,在化学教学中开展此教学模式的实施。以同煤一中自己所带的三个高一班共165人以及高二年级随机抽查的两个班级为研究对象,采用问卷调查法,对三导一测教学模式实施前后分别调查,并对原始数据统计分析。结果如下：1、大部分学生还是比较肯定并且喜欢这种学习方式,认可开设“三导一测”教学模式的必要性,在活动中学生在讲每一节新课前都要预习、在课堂接受知识上都要分析和解决问题,在此配合此教学模式加上通过小组合作学习,学生的各方面的能力等都会有所提高。他们能通过这种学习方式提高自己的能力,只要合理安排时间,不仅不会影响其他学科的学习,反而会起促进作用。所以把“三导一测”教学模式运用到化学教学中是必要的。2、进行“三导一测”教学模式实施之前,同学们对课前知识领悟能力、图书馆以及课堂自己分析和解决问题能力都远远落后于进行“三导一测”教学模式实施之后。就连学习中最常见的单元检测错题的反馈这一项来说,“三导一测”教学模式实施之后也是有一定程度的提高。这充分说明了,“三导一测”教学模式实施给学生们学习方法和学习态度带了的积极影响,不可替代。3、进行“三导一测”教学模式实施之后,同学们更愿意主动和别人交流自己的想法；在个人遇到困难时,更愿意向别人请教,而不是放任不管；对于“三导一测”教学模式实施重要性的认识,也有了明显的提高；更善于聆听别人的对问题的认识观点,从中获得进步。通过近一年的探索,笔者认为在高中化学教学中实施“三导一测”教学模式是有必要的,培养学生主动课前预习、主动探索精神,提高学生综合素质。虽然在高中化学教学中实施“三导一测”教学模式困难重重,但势在必行。
[Abstract]:In 2008, the new curriculum reform in Shanxi Province was carried out in an all-round way, and the chemistry teaching mode was changed. The new curriculum reform requires that the students' independent learning ability should be cultivated and the spirit of innovation should be improved. Many schools have developed their own unique teaching methods and teaching models. The teaching mode of "three guides and one test" is a way to cultivate students' creative spirit, cooperative consciousness, autonomous learning ability, active inquiry and so on. By exploring the combination of the new teaching model and the research, this study explores the new teaching method and its effectiveness. In this paper, the concept, implementation rules, research contents, feedback and existing problems of the teaching mode of "three guides and one test" are summarized. On the basis of theoretical analysis, combined with the characteristics of senior two students, Carry out this teaching mode in chemistry teaching. Taking 165 students from three high school classes and two classes randomly selected from grade two of senior high school as the research object, the author investigated the teaching model of "three guide and one test" before and after the implementation of the teaching model by questionnaire, and analyzed the original data statistically. The results are as follows: 1. Most of the students are quite positive and like this learning method. They recognize the necessity of setting up a teaching model of "three guides and one test". It is necessary to analyze and solve problems in classroom acceptance knowledge. With this teaching mode and cooperative learning in groups, students' ability in all aspects will be improved. They can improve their ability through this way of learning, as long as reasonable arrangement of time, not only will not affect the study of other subjects, but will play a facilitating role. Therefore, it is necessary to apply the "three guide and one test" teaching model to the chemistry teaching. 2. Before the implementation of the "three guide and one test" teaching model, the students have the ability to comprehend knowledge before class. Library and classroom ability to analyze and solve problems lags far behind the implementation of the "three guide and one test" teaching model. Even for the feedback of the most common problem of unit detection in learning, the teaching mode of "three guides and one test" has been improved to a certain extent. This fully shows that the implementation of the "three guide and one test" teaching model has had a positive impact on the students' learning methods and learning attitude, and cannot be substituted. 3. After the implementation of the "three guide and one test" teaching model, Students are more willing to take the initiative to communicate their ideas with others; When the individual encounters difficulties, he is more willing to ask others for advice than to let go of it, and his understanding of the importance of the implementation of the "three guide and one test" teaching model has also been greatly improved. Be more adept at listening to other people's understanding of the problem point of view, from which to make progress. Through nearly a year of exploration, the author thinks that it is necessary to carry out the teaching mode of "three guides and one test" in chemistry teaching in senior high school. It is necessary to cultivate students' active pre-study before class, actively explore spirit and improve students' comprehensive quality. Although it is difficult to carry out the teaching mode of "three guide and one test" in high school chemistry teaching, it is imperative.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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