高中化学“物质的量”学习支架搭建的理论与实践
发布时间：2019-01-28 23:16
【摘要】：“物质的量”是高中化学中最重要的基本概念之一,贯穿整个高中化学的学习,在化学实验、化学计算等方面都占据着重要的地位。它所涵盖的内容不仅仅是一个化学概念的学习,还包括物质的量与微粒数目、气体体积之间的相互关系,同时涉及气体摩尔体积、溶液浓度的计算,并且与化学实验中的计量、化学分子式的确定也息息相关。由于涉及的内容关系复杂、日常应用不广等原因造成物质的量这一章节出现“教师难教,学生难学”的问题。主要困难表现为以下几种：一是概念难以理解；二是计算难以掌握；三是教师不能很好把握学生的已有水平。新课程提出要促进学习方式的转变,适应学生的个性发展,提高学生的科学素养。这就需要教师创造性地进行教学和研究,改变传统的教学方式,提高教学效率。通过对维果茨基的最近发展区理论及支架式教学的学习,发现可以通过搭建学习支架的方式,让学生通过学习支架,从现有的发展水平,顺利跨越学习的最近发展区,达到潜在的发展水平,完成知识的构建和能力的内化。尝试将物质的量的教学与搭建学习支架相结合,主要探讨在物质的量的教学中如何搭建学习支架以及搭建什么样的支架,让学生更有效的学习物质的量及相关概念,了解化学概念学习的方法。这既是对化学概念教学的理论补充,又是将理论运用于实践的尝试。文章分为六个部分：第一章主要介绍论文提出的背景、化学教学中普遍存在的问题、关于物质的量和学习支架研究的文献综述及研究的目的、意义、内容和设计；第二部分介绍学习支架搭建的理论概述包括学习支架的内涵、学习支架的类型、学习支架提出的理论基础及采用学习支架进行教学的优势；第三部分主要研究如何搭建有效的学习支架,通过问卷调查高一学生关于“物质的量”的现有发展水平,根据2003年国家教育部颁布的《普通高中化学课程标准(实验)》及人教版教科书必修一分析学生学习物质的量内容的潜在发展水平,得出搭建有效学习支架的区间；第四部分主要探索搭建“物质的量”学习支架过程中会遇到的障碍,通过设计问卷进行调查,结合教师访谈分析总结搭建有效学习支架中遇到的障碍；第五部分是在理论基础及实验调查的基础上针对第四部分出现的障碍提出解决问题的策略；第六部分主要介绍在论文写作中所做的工作、论文存在的不足及后续的研究方向。
[Abstract]:"quantity of matter" is one of the most important basic concepts in senior high school chemistry. It covers not only the study of a chemical concept, but also the relationship between the amount of matter and the number of particles, the volume of gas, the calculation of the molar volume of gas, the concentration of solution, and the measurement in chemical experiments. The determination of chemical formula is also closely related. Due to the complexity of the contents involved and the limited daily application, the problem of "the teacher is difficult to teach, the student is difficult to learn" is caused by the material quantity. The main difficulties are as follows: first, the concept is difficult to understand; second, the calculation is difficult to master; third, the teacher can not grasp the students' existing level. The new curriculum proposes to promote the change of learning style, adapt to the development of students' personality, and improve students' scientific literacy. This requires teachers to carry out creative teaching and research, to change the traditional teaching methods and to improve teaching efficiency. Through the study of Vygotsky's theory of the proximal development zone and scaffolding teaching, it is found that by building the learning scaffold, students can successfully cross the learning proximate development area from the current level of development through the learning scaffold. To achieve a potential level of development, complete the construction of knowledge and capacity internalization. This paper attempts to combine the teaching of material quantity with the construction of learning scaffold, mainly discusses how to build the learning scaffold and what kind of scaffold in the teaching of material quantity, so that students can learn the quantity of material and related concepts more effectively. Understand the methods of learning chemistry concepts. This is not only a theoretical supplement to the teaching of chemical concepts, but also an attempt to apply the theory to practice. The article is divided into six parts: the first chapter mainly introduces the background of the paper, the common problems in the chemistry teaching, the literature review and the purpose, significance, content and design of the research on the quantity of substances and learning scaffolding; The second part introduces the theory of learning scaffolding, including the connotation of learning scaffolds, the types of learning scaffolds, the theoretical basis of learning scaffolds and the advantages of teaching with learning scaffolds. The third part mainly studies how to build the effective learning scaffold, through the questionnaire survey on the "quantity of matter" of the existing level of development, According to the "Chemistry Curriculum Standard (experiment)" issued by the Ministry of Education in 2003 and the compulsory subject of the textbook, the potential development level of the quantity of students' learning material is analyzed, and the range of effective learning scaffolds is obtained. The fourth part mainly explores the obstacles encountered in the process of building the "quantity of material" learning scaffolds, through the design of questionnaires to investigate, combined with teacher interviews to summarize the obstacles encountered in building effective learning scaffolds; The fifth part is based on the theoretical basis and experimental investigation of the obstacles in the fourth part of the proposed solutions to the problem; the sixth part mainly introduces the work done in the paper, the shortcomings of the paper and the future research direction.
【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
本文编号：2417407
[Abstract]:"quantity of matter" is one of the most important basic concepts in senior high school chemistry. It covers not only the study of a chemical concept, but also the relationship between the amount of matter and the number of particles, the volume of gas, the calculation of the molar volume of gas, the concentration of solution, and the measurement in chemical experiments. The determination of chemical formula is also closely related. Due to the complexity of the contents involved and the limited daily application, the problem of "the teacher is difficult to teach, the student is difficult to learn" is caused by the material quantity. The main difficulties are as follows: first, the concept is difficult to understand; second, the calculation is difficult to master; third, the teacher can not grasp the students' existing level. The new curriculum proposes to promote the change of learning style, adapt to the development of students' personality, and improve students' scientific literacy. This requires teachers to carry out creative teaching and research, to change the traditional teaching methods and to improve teaching efficiency. Through the study of Vygotsky's theory of the proximal development zone and scaffolding teaching, it is found that by building the learning scaffold, students can successfully cross the learning proximate development area from the current level of development through the learning scaffold. To achieve a potential level of development, complete the construction of knowledge and capacity internalization. This paper attempts to combine the teaching of material quantity with the construction of learning scaffold, mainly discusses how to build the learning scaffold and what kind of scaffold in the teaching of material quantity, so that students can learn the quantity of material and related concepts more effectively. Understand the methods of learning chemistry concepts. This is not only a theoretical supplement to the teaching of chemical concepts, but also an attempt to apply the theory to practice. The article is divided into six parts: the first chapter mainly introduces the background of the paper, the common problems in the chemistry teaching, the literature review and the purpose, significance, content and design of the research on the quantity of substances and learning scaffolding; The second part introduces the theory of learning scaffolding, including the connotation of learning scaffolds, the types of learning scaffolds, the theoretical basis of learning scaffolds and the advantages of teaching with learning scaffolds. The third part mainly studies how to build the effective learning scaffold, through the questionnaire survey on the "quantity of matter" of the existing level of development, According to the "Chemistry Curriculum Standard (experiment)" issued by the Ministry of Education in 2003 and the compulsory subject of the textbook, the potential development level of the quantity of students' learning material is analyzed, and the range of effective learning scaffolds is obtained. The fourth part mainly explores the obstacles encountered in the process of building the "quantity of material" learning scaffolds, through the design of questionnaires to investigate, combined with teacher interviews to summarize the obstacles encountered in building effective learning scaffolds; The fifth part is based on the theoretical basis and experimental investigation of the obstacles in the fourth part of the proposed solutions to the problem; the sixth part mainly introduces the work done in the paper, the shortcomings of the paper and the future research direction.
【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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