基于移动终端支持的中学化学实验教学研究

发布时间：2018-02-23 17:47

本文关键词： 信息技术移动终端移动学习中学化学实验教学　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：化学是一门源于实验的自然科学,大量的研究必须通过实验的方式开展,虽然目前理论有所完善,但相关假设依然需要实验来验证,所以在中学阶段培养学生的实验基础知识与基本技能是化学实验教学的重要任务。根据文献资料和现实工作发现我国目前中学化学实验课开设情况不理想,主要原因是实验课堂效果不理想,学生通过实验掌握相关知识的程度较低,降低了教师开设实验课的积极性。因此,提高中学化学实验教学效果是当前化学实验教学研究的重要任务。从传统的学校教学方式到计算机辅助教学再到远程教学、数字化学习和移动学习,人们受教育的渠道越来越多样化,越来越便捷,享受的教育资源越来越均等,移动学习便是当下最热门的、最具发展潜力的学习方式。虽然移动学习的概念早在上世纪末便提出来了,但囿于设备的限制一直处在实验研究阶段。随着近年来以智能手机和平板电脑为代表的移动终端信息处理能力的大幅提升、软件系统不断完善和设备的广泛普及,移动学习也就具备了基本的软硬件基础。根据文献综述可知有关移动学习的研究呈逐年递增的趋势,但主要集中在大学阶段和理论层面,本研究在移动学习的基础上,主要通过行动研究法和调查法探索利用智能手机、平板电脑等移动终端提高中学化学实验教学的有效性。研究按照学生学习的时间顺序展开:实验课前,学生在移动终端上通过教师提供的资源预习实验,深入了解实验的目的及实验基本内容;在实验课上,学生相互利用移动终端通过录制实验视频或拍摄照片的方式记录实验过程及现象;实验课后,学生观看自己及同学的实验视频或照片,总结升华实验。学生在实验课前是移动学习资源的消费者,在课中是资源的生产者,实验课后的移动学习主要使用自己及同伴的实验录像及照片,拓宽了移动学习的模式,有效延伸实验课堂时间。根据班杜拉的社会学习理论,学生通过影像观察自己及同伴的实验过程,不但有利于记忆实验的仪器及现象,而且有利于学生发现自己实验中的问题,进而提升实验技能。这一过程也能促进深入思考实验的原理,自主建构实验的知识体系。学生在实验过程中需要与同伴进行合作录像或拍照,课前与课后亦可进行合作学习,有利于培养学生的合作精神,提高学习的效果。通过问卷调查可知大部分学生对实验充满兴趣与期待,认为实验中使用移动终端的教学模式可以帮助他们更有效的掌握实验。同时,研究亦存在若干问题有待深入探讨。
[Abstract]:Chemistry is a natural science derived from experiments. A large number of studies must be carried out through experiments. Although the theory is now perfect, the related hypotheses still need to be verified by experiments. Therefore, it is an important task to cultivate students' basic experimental knowledge and skills in middle school. According to the literature and practical work, it is found that the present situation of chemistry experiment course in our country is not ideal. The main reason is that the effect of experiment classroom is not ideal, the degree of students mastering relevant knowledge through experiment is low, which reduces the enthusiasm of teachers to set up experimental courses. It is an important task to improve the teaching effect of chemistry experiment teaching in middle school. From the traditional school teaching method to the computer aided teaching to the distance teaching, digital learning and mobile learning, People's access to education is becoming more and more diversified, more convenient, more and more equal access to educational resources, mobile learning is the most popular. The most promising way to learn. Although the concept of mobile learning was introduced as early as the end of the last century, However, due to the limitation of devices, it is still in the experimental stage. With the rapid improvement of mobile terminal information processing capability represented by smart phones and tablets in recent years, software systems have been improved and devices have been widely used. According to the literature review, the research on mobile learning shows an increasing trend year by year, but it is mainly focused on the university stage and theoretical level, this study is based on mobile learning. Mainly through the action research method and the investigation method to explore the use of smart phone, tablet computer and other mobile terminals to improve the effectiveness of chemical experiment teaching in middle school. On the mobile terminal, students learn the purpose of the experiment and the basic contents of the experiment through the resources provided by the teacher. Students use mobile terminals to record the process and phenomena of the experiment by recording experimental video or taking photos; after the experiment, the students watch the experimental video or photos of themselves and their classmates. Summing up sublimation experiment. Students are consumers of mobile learning resources before experimental class and producers of resources in class. After experiment, mobile learning mainly uses the experimental video and photos of their own and their peers, which broadens the mode of mobile learning. According to Bandura's social learning theory, students' observation of their own and their peers' experimental process through images is not only conducive to memorizing the instruments and phenomena of the experiment, but also conducive to the discovery of problems in their own experiments. This process can also promote deep thinking about the principle of experiment and self-construction of experimental knowledge system. Students need to cooperate with their peers in video recording or photo taking during the experiment, and also in cooperative learning before and after class. The questionnaire survey shows that most of the students are full of interest and expectation in the experiment. It is considered that the teaching mode of using mobile terminals in the experiment can help them to master the experiment more effectively. At the same time, there are some problems to be discussed deeply.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434

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