初高中化学知识衔接的翻转课堂教学设计研究
发布时间：2018-10-09 14:35
【摘要】：作为新型教学模式的翻转课堂已被教育界所关注,其结构特点实现了在线学习与传统教学的高度融合,这种完美的融合适应了现代教育发展的需要,符合新课程改革转变学生的学习方式、提倡学习活动的多样化的要求。从以翻转课堂为主进行初高中化学知识衔接的教学设计,从初中化学知识到高中化学知识的相关性、延伸性中找准衔接点进行翻转课堂教学,不但能够激发学生化学学习兴趣,而且解决了高一新生刚刚踏入高中会感觉到化学“学习难”的现象,实现更快、更好的适应高一新生活,维持学生化学学习兴趣与好奇心。本论文在查阅翻转课堂相关文献的基础上,分析归纳目前翻转课堂在实践过程中存在的一些不足,因而提出初高中化学知识衔接进行翻转课堂教学,作为本文研究的切入点;在此基础上,以建构主义学习理论和布卢姆的掌握学习理论为指导,从翻转课堂的概念理解出发,分析了初高中化学知识衔接的翻转课堂教学模式的设计;通过查找文献、比较分析等方法对人教版《义务教育教科书九年级化学》与《普通高中化学1(必修)》知识衔接进行比较研究,解读新课标对相关化学知识的内容要求,并对初高中学生学习方法和学习心理的特点进行了研究。根据上述研究之后,以“简单分类法及其应用”与“氯气的实验室制备”作为初高中化学知识衔接的翻转课堂教学设计案例,并在真实的教学情境中进行实践。总结了翻转课堂的教学效果与体会,教学实践得到的反馈信息主要为把握教材内容研究初高中化学衔接点进行翻转课堂教学设计;翻转课堂教学有效的实施是借助初高中化学知识衔接点分散教学重难点、降低学习难度,同时对学生的自主学习能力、合作交流能力、化学学习兴趣等方面进行了培养;翻转课堂不仅调动老师们的积极性,而且对教师自身专业素养的提升有促进作用。经过本次教学实践的研究表明,翻转课堂可以真正实现发挥学生的主体性和教师的主导作用,同时,基于初高中化学衔接性知识进行翻转课堂教学有利于教师教学效率的提升和学生学习效果的提高,同时学生在化学学习兴趣、自主学习的控制能力等方面都有所提高,这种教学模式在真实情景中的实践值得教师进一步研究。因此,随着我们不断的实践、研究、反思,翻转课堂定会在我国取得一定的成功,为提升学生的科学素养做出一份贡献。
[Abstract]:As a new teaching mode, flipping classroom has been paid attention to by the educational circles. Its structural characteristics have realized the high integration of online learning and traditional teaching, and this perfect integration has adapted to the needs of the development of modern education. In line with the new curriculum reform to change the way students learn, promote the diversity of learning activities. From the teaching design of middle and high school chemistry knowledge linking mainly by flipping classroom, from junior high school chemistry knowledge to senior high school chemistry knowledge correlation, and from extending to finding the right connection point to flip classroom teaching, it can not only stimulate students' interest in chemistry learning, but also can stimulate students' interest in chemistry learning. Moreover, it solves the phenomenon that the freshmen of Senior one just step into high school will feel that chemistry is difficult to learn, to realize faster and better adapt to the new life of Senior one, and to maintain students' interest and curiosity in chemistry study. On the basis of consulting the relevant literature of flipping classroom, this paper analyzes and sums up some shortcomings existing in the practice process of flipping classroom at present, so it puts forward that the middle and high school chemistry knowledge link up to carry on the flipping classroom teaching, as the breakthrough point of this article research; On this basis, under the guidance of constructivism learning theory and Bloom's master learning theory, this paper analyzes the design of the flipping classroom teaching mode of chemistry knowledge convergence in middle and high schools from the perspective of the concept understanding of flipping classroom. Comparative analysis and other methods are used to compare and study the connection of the knowledge of the ninth grade chemistry of the compulsory education textbook and the chemistry 1 (compulsory course) of the ordinary senior high school, and to interpret the content requirements of the new curriculum standard for the related chemical knowledge. The characteristics of learning methods and learning psychology of junior high school students are also studied. According to the above research, "simple classification and its application" and "laboratory preparation of chlorine gas" were taken as a case study of middle and high school chemistry knowledge linking up in the flipping classroom teaching design case, and carried out in the real teaching situation. This paper summarizes the teaching effect and experience of flipping classroom, and the feedback information obtained from teaching practice is mainly to grasp the content of teaching material and study the chemistry link point of junior high school to carry on the design of flipping classroom teaching; The effective implementation of flipping classroom teaching is to reduce the learning difficulty by dispersing the key points of middle and high school chemistry knowledge, and at the same time to cultivate students' autonomous learning ability, cooperative communication ability, chemistry learning interest and so on. Flipping classroom not only arouses teachers' enthusiasm, but also promotes teachers' professional accomplishment. The research of this teaching practice shows that flipping classroom can really bring students' subjectivity and teachers' leading role into full play, at the same time, Flipping classroom teaching based on chemistry cohesive knowledge in middle and high schools is beneficial to the improvement of teachers' teaching efficiency and the improvement of students' learning effect. At the same time, the students' interest in chemistry learning and the control ability of autonomous learning have been improved. The practice of this teaching model in real situations is worthy of further study by teachers. Therefore, with our continuous practice, research, reflection, flipping classroom will be successful in our country, to improve the scientific literacy of students to make a contribution.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434
本文编号：2259699
[Abstract]:As a new teaching mode, flipping classroom has been paid attention to by the educational circles. Its structural characteristics have realized the high integration of online learning and traditional teaching, and this perfect integration has adapted to the needs of the development of modern education. In line with the new curriculum reform to change the way students learn, promote the diversity of learning activities. From the teaching design of middle and high school chemistry knowledge linking mainly by flipping classroom, from junior high school chemistry knowledge to senior high school chemistry knowledge correlation, and from extending to finding the right connection point to flip classroom teaching, it can not only stimulate students' interest in chemistry learning, but also can stimulate students' interest in chemistry learning. Moreover, it solves the phenomenon that the freshmen of Senior one just step into high school will feel that chemistry is difficult to learn, to realize faster and better adapt to the new life of Senior one, and to maintain students' interest and curiosity in chemistry study. On the basis of consulting the relevant literature of flipping classroom, this paper analyzes and sums up some shortcomings existing in the practice process of flipping classroom at present, so it puts forward that the middle and high school chemistry knowledge link up to carry on the flipping classroom teaching, as the breakthrough point of this article research; On this basis, under the guidance of constructivism learning theory and Bloom's master learning theory, this paper analyzes the design of the flipping classroom teaching mode of chemistry knowledge convergence in middle and high schools from the perspective of the concept understanding of flipping classroom. Comparative analysis and other methods are used to compare and study the connection of the knowledge of the ninth grade chemistry of the compulsory education textbook and the chemistry 1 (compulsory course) of the ordinary senior high school, and to interpret the content requirements of the new curriculum standard for the related chemical knowledge. The characteristics of learning methods and learning psychology of junior high school students are also studied. According to the above research, "simple classification and its application" and "laboratory preparation of chlorine gas" were taken as a case study of middle and high school chemistry knowledge linking up in the flipping classroom teaching design case, and carried out in the real teaching situation. This paper summarizes the teaching effect and experience of flipping classroom, and the feedback information obtained from teaching practice is mainly to grasp the content of teaching material and study the chemistry link point of junior high school to carry on the design of flipping classroom teaching; The effective implementation of flipping classroom teaching is to reduce the learning difficulty by dispersing the key points of middle and high school chemistry knowledge, and at the same time to cultivate students' autonomous learning ability, cooperative communication ability, chemistry learning interest and so on. Flipping classroom not only arouses teachers' enthusiasm, but also promotes teachers' professional accomplishment. The research of this teaching practice shows that flipping classroom can really bring students' subjectivity and teachers' leading role into full play, at the same time, Flipping classroom teaching based on chemistry cohesive knowledge in middle and high schools is beneficial to the improvement of teachers' teaching efficiency and the improvement of students' learning effect. At the same time, the students' interest in chemistry learning and the control ability of autonomous learning have been improved. The practice of this teaching model in real situations is worthy of further study by teachers. Therefore, with our continuous practice, research, reflection, flipping classroom will be successful in our country, to improve the scientific literacy of students to make a contribution.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8;G434
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