基于问题链的化学教学案例的开发与实践
发布时间：2019-04-20 11:52
【摘要】：发展学生的学习主动性已经成为当今教育的主旨之一。课堂教学中,教师往往利用问题来促进学生的思考和探究,从而发挥学生的积极主动性。因而,提问成为了课堂教学中师生交流互动的主要方式。然而,实践中,教师的问题教学效果不佳。其中一个重要的原因是教师提出的问题零散、不系统,从而影响了学生对知识的理解和思维的发展。因此,如何设计出环环相扣、层层递进的高质量问题,成为了有效教学的关键。当前,诸多学者就问题链的相关理论、原则、类型、策略等方面进行了研究,但实践层面相对薄弱,尤其是问题链教学的设计。对于问题链案例设计与实证的研究则相对匮乏。本研究在一定的理论基础和实践基础上,遵循教学设计的一般思路,着眼于问题链的化学教学案例的开发与实践。研究以高中化学动力学相关内容为载体,就新课与复习课两种课型设计系列问题链教学案例,并以杭州市余杭区一中学高二年级某班43名学生为对象,进行了教学实践。同时,通过问卷调查、测验、访谈、观察等方法收集数据,检测教学案例实施的可行性与实效性。研究发现,开发的问题链化学教学案例应用于化学课堂中,能够充分调动学生的学习积极性、激发学生的学习兴趣、提高学生的参与性、增强师生互动、促进学生化学知识的理解、提高化学学习成绩、优化化学课堂教学实践。本研究进一步丰富了问题链的教学实践,所开发的案例及教学过程为广大化学教师有效设计问题链及有效展开问题链教学提供了有有益的参考和借鉴。
[Abstract]:Developing students' learning initiative has become one of the main themes of today's education. In classroom teaching, teachers often use questions to promote students' thinking and inquiry, so as to give full play to students' initiative. Therefore, questioning has become the main way of interaction between teachers and students in classroom teaching. However, in practice, the teacher's problem teaching effect is not good. One of the important reasons is that the teachers' questions are scattered and not systematic, which affects the students' understanding of knowledge and the development of their thinking. Therefore, the key to effective teaching is how to design the high quality problem of ring-link and step-by-step progression. At present, many scholars have studied the related theories, principles, types and strategies of problem chain, but the practical level is relatively weak, especially in the design of problem chain teaching. For the problem chain case design and empirical research is relatively scarce. On the basis of certain theory and practice, this research follows the general idea of teaching design and focuses on the development and practice of chemistry teaching cases with problem chain. Based on the relevant contents of chemical dynamics in senior high school, this paper studies the teaching cases of two kinds of problem chain teaching in the design of new class and review class, and takes 43 students of Grade 2 in Yuhang District of Hangzhou City as the object to carry on the teaching practice in the teaching practice of 43 students in the second grade of senior high school in Yuhang District, Hangzhou City. At the same time, through questionnaires, tests, interviews, observations and other methods to collect data, to test the feasibility and effectiveness of teaching case implementation. It is found that the developed problem chain chemistry teaching cases can fully mobilize students' learning enthusiasm, stimulate students' interest in learning, improve students' participation and enhance teacher-student interaction. Promote students' understanding of chemistry knowledge, improve chemistry learning performance, optimize chemistry classroom teaching practice. This study further enriches the teaching practice of problem chain. The developed cases and teaching process provide a useful reference and reference for chemistry teachers to design and develop problem chain teaching effectively.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2461587
[Abstract]:Developing students' learning initiative has become one of the main themes of today's education. In classroom teaching, teachers often use questions to promote students' thinking and inquiry, so as to give full play to students' initiative. Therefore, questioning has become the main way of interaction between teachers and students in classroom teaching. However, in practice, the teacher's problem teaching effect is not good. One of the important reasons is that the teachers' questions are scattered and not systematic, which affects the students' understanding of knowledge and the development of their thinking. Therefore, the key to effective teaching is how to design the high quality problem of ring-link and step-by-step progression. At present, many scholars have studied the related theories, principles, types and strategies of problem chain, but the practical level is relatively weak, especially in the design of problem chain teaching. For the problem chain case design and empirical research is relatively scarce. On the basis of certain theory and practice, this research follows the general idea of teaching design and focuses on the development and practice of chemistry teaching cases with problem chain. Based on the relevant contents of chemical dynamics in senior high school, this paper studies the teaching cases of two kinds of problem chain teaching in the design of new class and review class, and takes 43 students of Grade 2 in Yuhang District of Hangzhou City as the object to carry on the teaching practice in the teaching practice of 43 students in the second grade of senior high school in Yuhang District, Hangzhou City. At the same time, through questionnaires, tests, interviews, observations and other methods to collect data, to test the feasibility and effectiveness of teaching case implementation. It is found that the developed problem chain chemistry teaching cases can fully mobilize students' learning enthusiasm, stimulate students' interest in learning, improve students' participation and enhance teacher-student interaction. Promote students' understanding of chemistry knowledge, improve chemistry learning performance, optimize chemistry classroom teaching practice. This study further enriches the teaching practice of problem chain. The developed cases and teaching process provide a useful reference and reference for chemistry teachers to design and develop problem chain teaching effectively.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
【参考文献】
相关期刊论文 前4条
1 胡红兵;;问题教学在初中物理教学中的应用浅析[J];才智;2011年01期
2 王永强;中学化学教学中的问题教学[J];成都大学学报(社会科学版);2005年05期
3 姚正萍;;问题教学在英语课堂中的运用[J];科技信息;2012年01期
4 王渊;;高中生物课堂中问题教学的研究[J];中学生物学;2008年04期
，本文编号：2461587
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2461587.html
