基于概念转变的“电解质”教学设计研究

发布时间：2017-12-28 02:22

本文关键词：基于概念转变的“电解质”教学设计研究　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：“电解质”内容在高中化学中占有举足轻重的地位,学生对“电解质”相关概念的理解直接影响着之后对电离平衡、离子反应、盐类水解等核心概念的学习。而在教学实践过程中发现,学生对“电解质”内容存在多种多样的与科学概念不相符的模糊的甚至是错误的概念,即相异构想。因此教师在教学过程中应该明确学生学习之前头脑中存在的相异构想,然后找到一种行之有效的教学模式,寻找有针对性的教学策略,能够将学生头脑中那些模糊的、不清楚的甚至是错误的概念转化为正确的、与科学相符的概念,即进行“概念转变”的教学。本论文在综述“电解质教学设计”等知识内容的基础上,以概念转变的教学模式作为理论基础,分析了课标、教科书中对“电解质”内容的阐述,利用调查问卷法明确了学生头脑中存在的一些相异构想,进而得出教学的重难点,然后进行了基于概念转变的“电解质”教学设计,为了检验该设计的教学效果,我们进行了教学实践研究。实践结果表明,实验班较对照班成绩效果显著,即基于概念转变的教学有利于学生对概念的深刻理解,并且建立概念之间的联结,形成一定的概念体系。本论文共包括九个部分,主要内容如下:第一部分,首先论述了选题的原因。第二部分,综述国内外有关相异构想、概念转变、电解质教学设计的研究,在明确他们当前达成的共识、发展趋势及空间上,通过分析总结找到本论文研究的突破口。第三部分,研究的目的和任务。第四部分,阐述了基于概念转变的化学教学设计思路。第五部分,教材内容分析。首先对课标中对本节的要求进行了解读,并且联系初中、高中必修及高中选修三个阶段的要求,明确本节学习的意义及重要性。其次对教材中关于本节的编排和相关知识内容进行可分析,并对照人教版、苏教版不同版本的教材进行了对比。最后通过以上分析确立了本节的知识框架,明确了本节的重要概念。第六部分,学情分析。通过问卷调查和学生访谈,明确学生的原有知识经验。并结合对教材的分析确立教学目标与重难点。第七部分,教学设计。根据调查问卷与学生访谈,在分析教材的基础上设计“电解质”教学设计,为教学实施做准备。第八部分,教学实践研究。用自制的知识测试卷检验教学效果,并用SPSS软件进行数据分析,从而得出结论。第九部分,研究结论与展望。总结了本论文的研究结果,并提出了需要进一步解决的问题。
[Abstract]:The content of electrolyte plays a decisive role in high school chemistry. Students' understanding of the concept of electrolytes directly influences the learning of core concepts such as ionization equilibrium, ionic reaction and salt hydrolysis. However, in the teaching practice, it is found that there are various and even wrong concepts about the contents of electrolytes, which is inconsistent with scientific concepts. Therefore teachers should clear students' alternative conceptions before mind exists in the teaching process, and find an effective teaching model for targeted teaching strategies, students will be able to mind those vague, unclear and even wrong concepts into the correct and scientific concept match, i.e. "conceptual change teaching. Based on the review of "electrolyte teaching design" knowledge content, to the conceptual change teaching model as the theoretical basis, analysis of the curriculum, the textbook of "electrolyte" are discussed, through the questionnaire clearly exist in the minds of students some different ideas, and then come to teaching, then based on the change of the concept of "electrolyte" teaching design, in order to test the design of the teaching effect, we studied the teaching practice. The result of practice shows that the effect of the experimental class is better than that of the control class, that is, teaching based on conceptual change is conducive to students' deep understanding of the concept, and establishing the connection between concepts, forming a certain conceptual system. This paper consists of nine parts, the main contents are as follows: the first part, first of all, discusses the reasons for the topic. The second part is to review the research on dissimilarity conception, conceptual change and electrolyte instructional design at home and abroad, and identify their current consensus, development trend and space, and find the breakthrough of this research through analysis and summary. The third part, the purpose and task of the study. In the fourth part, the idea of chemical teaching design based on conceptual change is expounded. The fifth part, the analysis of the content of the textbook. First, we interpret the requirements of this section in the curriculum standard, and contact the requirements of three stages of junior high school, high school compulsory and high school elective, to clarify the significance and importance of this section. Secondly, we can analyze the arrangement of this section and the related knowledge in the textbook, and compare the different versions of the different versions of the teaching edition and the Soviet edition. Finally, through the above analysis, the knowledge framework of this section is established, and the important concepts of this section are clearly defined. The sixth part, the analysis of the learning situation. Through questionnaire survey and student interview, the original knowledge and experience of the students are clearly defined. And combining the analysis of the teaching materials to establish teaching objectives and heavy difficulties. The seventh part, teaching design. According to the questionnaire and the interview with the students, the teaching design of "electrolyte" is designed on the basis of the analysis of the textbook, so as to prepare for the implementation of the teaching. The eighth part, the study of teaching practice. Use the self-made knowledge test volume to test the teaching effect, and use SPSS software to analyze the data, so as to draw the conclusion. The ninth part, the research conclusion and the prospect. The research results of this paper are summarized, and the problems that need to be solved further are put forward.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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