任务分析法在高中化学教学中的应用

发布时间：2019-04-19 02:29

【摘要】：任务分析作为教学设计中的一个重要环节,可以提高学生的兴趣,提高课堂效率,其重要性已经被越来越多的教师和学者意识到。研究发现在中国知网上从2000年——2015年,教学设计中研究中有很多都应用了任务分析理论和技术,但是到目前为止还很少有研究者运用这种理论和技术来指导高中化学教学。因此把任务分析的理论和技术与高中化学教学相结合,使高中化学教学有更加丰富的科学理论指导成为一种迫切的需要。本研究首先简述了任务分析法的起源和发展,阐述了其对应的心理依据,然后通过文献总结出了任务分析法在教学过程中的运用流程。通过采用访谈法、调查问卷的形式,对于湖北省潜江市的化学教师在教学中运用“任务分析”的现状进行了调查。基于调查结果,在高二年级选取了两个班进行为期一个学期的对比实验研究,设计了“化学平衡”教学设计,从多角度验证了任务分析法的实际教学效果。本研究结论有以下两点：教学效果方面,任务分析法不仅有助于学习成绩的提高,而且有利于学生学生学习兴趣的增强。就教师的教学而言,任务分析法有助于学生短期和长期的成绩的提高,且坚持的时间越长效果越明显。论文的创新之处在于：对于前人关于任务分析的研究现状进行了一个全面而系统的研究,通过大量的采访调查问卷调查了任务分析理论在当前高中化学教学过程中的现状,全面而细致的概括了任务分析法的流程,并进行了一个学期的对比实验教学,验证任务分析法的效果,而且给出了具体的教学设计案例。本研究的不足是所搜集的样本比较少,实验的次数比较少,只选取了高二年级的两个班级进行对比实验,实验结论的普遍性有待提高。同时,本研究还可以再搜集一些国外的资料和样本进行对比实验分析。
[Abstract]:As an important part of teaching design, task analysis can improve students' interest and improve classroom efficiency. The importance of task analysis has been recognized by more and more teachers and scholars. From 2000 to 2015, many researches on instructional design have applied task analysis theory and technology, but so far few researchers have used this theory and technology to guide chemistry teaching in senior high schools. Therefore, it is an urgent need to combine the theory and technology of task analysis with chemistry teaching in senior high school, so that the teaching of chemistry in senior high school has more abundant scientific theory guidance. In this study, the origin and development of the task analysis method are briefly described, and the corresponding psychological basis is expounded. Then, the application process of the task analysis method in the teaching process is summarized through the literature. By means of interview and questionnaire, the present situation of "task analysis" used by chemistry teachers in Qianjiang City, Hubei Province, was investigated. Based on the results of the investigation, two classes were selected in the second grade of senior high school for a one-semester comparative experiment, and the teaching design of "chemical balance" was designed, and the practical teaching effect of task analysis method was verified from many angles. The conclusion of this study is as follows: in the aspect of teaching effect, task analysis not only contributes to the improvement of academic achievement, but also contributes to the enhancement of students' interest in learning. As far as teachers' teaching is concerned, task analysis is helpful to the improvement of students' short-term and long-term achievement, and the longer the teaching time is, the more obvious the effect is. The innovation of this paper lies in the following: a comprehensive and systematic study on the present situation of task analysis is carried out, and the present situation of task analysis theory in the process of high school chemistry teaching is investigated by a large number of interviews and questionnaires, and the current situation of task analysis theory in high school chemistry teaching is investigated. This paper generalizes the process of task analysis comprehensively and meticulously, and carries on a semester of comparative experiment teaching, validates the effect of task analysis method, and gives a concrete teaching design case. The deficiency of this study is that the samples collected are relatively small, the number of experiments is less, only two classes in the second grade of senior high school are selected for the comparative experiment, and the universality of the experimental conclusion needs to be improved. At the same time, this study can also collect some foreign data and samples for comparative analysis.
【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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