高一化学理论知识复习课的教学策略研究

发布时间：2018-01-11 11:17

本文关键词：高一化学理论知识复习课的教学策略研究　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：化学理论知识是化学学科的主干知识,其在学生认识事物,解决问题等方面具有重要的指导意义,但由于理论知识本身所具有的高度抽象性和严密逻辑性的特点,使得化学理论知识的学习对于学生来说有一定的难度。复习课是一种重要的课型,学生通过复习课能够修正错误理解,形成知识网络,同时发展综合能力,对化学理论知识的掌握有极大的促进作用,因而深入挖掘复习课的价值,充分发挥复习课功能,是提高化学理论知识学习质量的一条有效途径。随着新课程改革的不断深入,基础教育更加注重学生发展的全面性、自主性与和谐性,对复习课的教学提出了更高的要求。近年来,有关复习课的教学研究逐渐增多,但现有研究中对高三或初三的复习课关注较多,而对高一、高二的复习课关注较少,且在我们对高一理论知识复习课的调查中发现,实际教学中仍存在教学方式较为单一,学生主体尚待凸显,复习效果有待提升,重知轻能态势初现等的问题,基于上述原因,我们提出了本研究课题,期望本研究能够为化学理论知识复习课教学模式、方式的改革提供借鉴,也为其他专题复习课的教学提供参考。本文首先通过分析化学理论知识复习课的重要性,结合现阶段化学复习课存在的问题和现有相关研究的总体现状,阐明了本课题的选题缘由,并陈述了本研究的研究目的、意义、内容和方法。然后对化学理论知识、复习和复习课等概念进行界定,对本研究的理论基础进行阐述。再从课标对高一化学理论知识的要求、高一化学理论知识体系的内容和高一化学理论知识的特点三方面建构高一化学理论知识体系,并从认知和非认知两方面对高一学生的心理特点进行分析,为随后策略的提出提供依据。在上述基础上,以建构主义学习理论和信息加工学习理论为理论支柱,提出高一化学理论知识复习课教学原则： (1)重视内容的优化选择,使教学针对化； (2)突出学生的主体地位,使学习主动化； (3)注重知识的归纳整合,使表征结构化； (4)关注学生的能力培养,使发展全面化。随后依据原则建构相应的教学策略： (1)抓准课标,析透学情,精选内容； (2)创“真”情境,引强共鸣,增强参与； (3)设问题组,促动中学,知能并重； (4)树化学观,连知识网,整体建构。为检验所提策略的可行性和有效性,我们在桂林市第十八中学高一年级进行了为期7个月的实验研究,采用问卷调查法、访谈法等研究方法研究在所提策略指导下的复习课对学生主体参与情况、理解和掌握化学理论知识的程度以及学习成绩等方面是否有积极影响。通过实验研究,我们得出如下结论：本文提出的高一化学理论知识复习课教学策略是可行且有效的,它对学生的化学学习成绩及复习课主体参与有显著的积极影响,学生的化学理论知识掌握程度在以本文所提出的复习课教学策略为指导的复习课中有一定程度的提高。由于本研究的研究时间、研究样本有限,加之研究者自身水平的局限,本研究尚存在一些不足,因而本研究中所提出的策略还有待进一步改进和完善,研究结论也有待进一步检验。
[Abstract]:The theory of knowledge of chemistry is the main knowledge of chemistry, the knowledge of things in the students, has an important guiding significance to solve the problem, but because knowledge itself is highly abstract and rigorous logic characteristics, making learning chemistry theoretical knowledge is difficult for students to review the lesson is a. An important lesson type, students through recitation can correct the wrong understanding, form a knowledge network, and the development of comprehensive ability, a great promotion to master the knowledge of chemistry, and in-depth review class value, give full play to the function of recitation, is an effective way to improve the quality of learning chemistry theoretical knowledge with the new. The deepening of the curriculum reform of basic education, pay more attention to the comprehensive development of students, independent and harmonious, put forward higher requirements to review lessons. In recent years, there are Study on recitation teaching has gradually increased, but the existing research focus on three or three more recitation, and on a high, less attention to recitation and in high school, we found a high survey of theoretical knowledge of refresher courses, practical teaching still exist in the teaching way is single, the student body is to highlight, review the effect should be improved, the heavy knowledge light energy situation emerging issues, based on the above reasons, we put forward the research topic, I hope that this research can for the teaching mode of chemistry theory review class, provide reference for the reform, but also provide a reference for other special refresher course teaching. Firstly, through the analysis of the importance of chemical theoretical knowledge review class, the overall situation is combined with the stage of chemistry review class problems and existing research, clarifies the reason for the topic, and stated the research purpose of this research. , meaning, content and method. Then the chemical theory, defines the concept of review and review lessons, on the theoretical basis of the research in this paper. From the curriculum requirements for high chemistry theoretical knowledge, high chemistry theoretical knowledge system and the content of a chemical theory knowledge of three aspects of the characteristics of the construction of knowledge a chemical system theory, and analyzes the psychological characteristics of high school students from two aspects of cognitive and non cognitive, then provide the basis for the proposed strategy. On the basis of the above, learning theory and information processing theory as its theory based on constructivism teaching principle, put forward a chemistry theory review class: (1 Optimization) attention to the content of the teaching target; (2) to highlight the dominant position of students, the learning initiative; (3) pay attention to the induction and integration of knowledge, the characterization of structure; (4) to cultivate the ability of students' note off, The development of comprehensive. Then according to the principle of constructing the corresponding teaching strategies: (1) analysis through grasping the curriculum, learning situation, content selection; (2) a "true" situation, strong resonance enhanced participation; (3) to set up a group to promote middle school, knowledge of both; (4) tree chemistry concept, even the knowledge network, the whole construction. In order to test the proposed method is feasible and effective, we carried out experimental study for 7 months in a high grade of Guilin City, the eighteenth middle school, using the method of questionnaire survey, interviews and other research methods in the study of the strategy under the guidance of the Revision Class for student body participation, understanding and mastering the knowledge of chemistry and academic achievement have a positive impact. Through the experimental study, we draw the following conclusion: the teaching strategy of senior one chemistry review class theoretical knowledge in this paper is feasible and effective, it is the chemistry learning achievement of students And review class participation has a significant positive effect, the chemical theory of students master degree has been improved to a certain extent in the review teaching strategies in the proposed guidance during the recitation. Because of the time of the study, the research sample is limited, and the limitations of the level of their own, there are still some shortcomings of this study, this research proposed the strategy needs to be further improved and perfected, the conclusion of the study also needs to be further tested.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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