基于信息技术促进初三学生微粒观建构的实践研究

发布时间：2018-05-27 10:23

本文选题：微粒观 + 教学资源　；参考：《四川师范大学》2017年硕士论文

【摘要】：化学微粒观建构意识影响着教师教的策略,学生学的方法,是当代教育改革之关注点。笔者在教学实践基地发现,高一学生基础不扎实,没有建立正确学习化学的方法,其根本源于初中学习方式的偏颇,特别是微粒观的缺失,可见初三的基础教育对高中教育的重要性。如何在短暂的一年,让学生应试之余留下珍贵的化学观念是非常值得研究的。在查阅大量的文献后,未发现能够促进学生微粒观的建构的可操作方案,据此笔者尝试“基于信息技术促进初三学生微粒观建构的实践研究”,并形成一套教学资源,用于辅助教师教学,促进学生微粒观的建构。本研究将从如下六个方面进行相关论述:第一部分:阐述选题由来、研究意义。笔者于教学实践基地发现高一学生化学学习方法的偏颇极可能源于初中微粒观的缺失,通过问卷调查、访谈得知微粒观缺失确实对高中化学造成极大影响,然查阅文献却发现大多研究为微粒观的理论研究,没有切实可行的能够帮助学生微粒观建构的方案。因此如何增加学生学习兴趣,化抽象为具体,最终促进学生微粒观的建构成为研究的方向。第二部分:深入挖掘课标理念;结合课标要求重新列出初三化学课本中微粒观的相关内容;通过问卷调查法初步总结出初三学生热爱化学最主要的原因是喜欢做化学实验和仿真动画,不喜欢化学的原因是化学知识的繁琐和抽象;通过调查分析法得到初三化学教师队伍具备操作多媒体的能力。综上,基于信息技术开发一套教学资源用于辅助教师教学,促进学生微粒观的建构切实可行。第三部分:首先阐述了微粒观的内涵及其在初三上期教材中的分布;在建构主义、最近发展区、学习进阶理论的指导下进行教学资源开发,展示几个微粒观建构关键阶段的实例;其次基于以上理论得到学案设计策略。第四部分:学案完成,展示部分微粒观建构关键阶段的学案。第五部分:教学资源实践结果分析部分。将开发的全套教学资源用于双流永安中学、新都大丰中学、成都西北中学,定期采集数据,与师生交流。将实验班、对照班的成绩等数据用SPSS、Excel等专业软件进行分析,结果显示,不同学校的实验班和对比班成绩从三单元分子原子开始出现明显的差异,尤其是涉及到微粒观的题目差距较大。可见,开发出的教学资源对于促进学生微粒观的建构起到了一定作用。第六部分:研究总结、反思和展望部分。通过实践研究,得到基于信息技术的教学资源能够在一定程度上促进学生微粒观的建构的结论。但研究对象样本有限,跟踪研究实践不足,尚可改进并进一步研究。
[Abstract]:The construction consciousness of chemical particle view influences teachers' teaching strategies and students' learning methods, which is the focus of contemporary education reform. In the teaching practice base, the author found that the foundation of senior one students is not solid, and they have not established the correct method of learning chemistry, which originates from the bias of learning style in junior high school, especially the lack of particle view. It can be seen that the third grade of basic education to the importance of high school education. In a short year, it is worth studying how to leave students with precious chemical ideas after taking the test. After consulting a large number of documents, there is no operational scheme that can promote the construction of students' particle view. Based on this, the author tries to "study the practice of promoting the construction of students' particle view based on information technology", and forms a set of teaching resources. It is used to assist teachers in teaching and to promote the construction of students' particle view. This research will be related to the following six aspects: the first part: explain the origin of the topic, the significance of the study. In the teaching practice base, the author found that the bias of chemistry learning methods of senior one students may be due to the lack of particle view in junior high school. Through the questionnaire survey, the author finds that the lack of particle view really has a great impact on senior high school chemistry. However, it is found that most of the studies are theoretical studies of particle view, and there is no feasible scheme to help students construct particle view. Therefore, how to increase students' interest in learning, turn abstract into concrete, and finally promote the construction of students' particle view has become the research direction. The second part: deeply excavating the idea of curriculum standard, and relisting the relevant contents of particle view in the chemistry textbook of junior high school according to the requirement of curriculum standard; The main reason of junior high school students' love of chemistry is that they like to do chemistry experiments and simulation animation, and the reason that they do not like chemistry is the complexity and abstraction of chemistry knowledge. Through investigation and analysis, the junior high school chemistry teachers have the ability to operate multimedia. In summary, it is feasible to develop a set of teaching resources based on information technology to assist teachers in teaching. The third part: firstly, it expounds the connotation of particle view and its distribution in the textbooks of the third grade of junior high school, and develops the teaching resources under the guidance of constructivism, the proximal development area, and the advanced learning theory. Several examples of the critical stage of particle view construction are presented. Secondly, the learning plan design strategy is obtained based on the above theory. The fourth part: the completion of the study plan, showing part of the particle view of the construction of the key stage of the case. The fifth part: the teaching resources practice result analysis part. The full set of teaching resources will be used in Shuangliu Yongan Middle School, Xindu Dafeng Middle School, Chengdu Northwest Middle School, regularly collecting data and exchanging with teachers and students. The data of the experimental class and the control class were analyzed with professional software such as SPSS Excel. The results showed that the scores of the experimental class and the contrast class in different schools were obviously different from three units of molecular atoms. In particular, there is a wide gap in the issues related to the concept of particles. Therefore, the developed teaching resources have played a certain role in promoting the construction of students' particle view. The sixth part: the research summary, the reflection and the prospect part. Through practical research, it is concluded that the teaching resources based on information technology can promote the construction of students' particle view to some extent. But the research object sample is limited, the tracking research practice is insufficient, can be improved and further research.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434

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