初中物理“原子与分子”概念的学习进阶及教学策略研究

发布时间：2018-01-15 05:20

本文关键词：初中物理“原子与分子”概念的学习进阶及教学策略研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着现代社会的高速发展,知识量迅速增多,导致学生学习的知识广而不精,学生只能表面地接受大量的科学知识,但无法随着时间的推移而对科学概念深入理解融会贯通,只能涉及到一些表浅的事实性知识,这就造成学生不能够深层次的理解所学的知识,不能为以后继续深入学习打下良好的基础。大量研究表明,要想制定科学的课程标准,就应关注于该科学领域少数的核心概念,并且使学生随着年龄的不断增长而强化对各个领域核心概念的理解程度从而完成学习进阶。目前,尽管我国的物理课程改革均参考课程标准大纲来实施,但是从小学教育到高中教育所开展的综合科学课程与分科课程的衔接仍存在问题,这个问题会影响学生思考问题能力的培养和解决问题能力的培养。因此,对于物理核心概念学习进阶的实施和完善,能够增强小学、初中、高中知识的衔接程度,使学生随着年级的增长而拓展和深化对核心概念的理解,有利于学生为未来的学习和工作打好基础。大量的研究表明“原子和分子”是重要的核心概念,本研究想要解决以下三个问题。研究一:“原子与分子”前概念测试。通过设计关于原子结构和分子动理论两个角度的测试题来得到学生学习该部分知识前头脑中原有的想法,将学生原有的想法作为基础来构建原子结构和分子动理论两个角度的学习进阶。研究二:提出原子结构和分子动理论两个角度的学习进阶假设并通过测试加以修改和完善。从而得到相应的比较合理的学习进阶。第一部分:基于研究一测试所得的学生关于“原子与分子”概念的相关前概念,以国内外课程标准为依托,从原子结构和分子动理论两个角度利用结构中心设计法构建出相应的学习进阶。研究三:以研究二中得到的分子动理论的学习进阶为依据来设计“看不见的运动”这一节的教学设计。通过测量得到的学生原始的想法,从而设计合理的问题情境,激发学生的认知冲突,更好的达到教学效果。“原子与分子”这部分知识是学生理解物质世界的基础,通过构建恰当的原子分子模型,可以更好地理解物质的构成,理解物质变化的规律,并对物质现象做出合理的解释。所以本文以“原子与分子”概念作为我们的研究对象,分析初中阶段课程标准对原子与分子概念学习的要求,分析学生的学习目标,了解学生的学习现状,为一线教师更好地掌握教学深度和广度提供建议。通过研究获得的结果与结论如下:首先,学生在学习“看不见的运动”这节课之前已经对分子动理论产生了初步的认识,但是这些认识带有一定的片面性。在学习“原子与分子”知识之前学生对事物的认识已经达到了一种平衡状态,我们应证实他们的观点是错误的,激起学生认知结构的冲突,然后教师给出科学的合理的解释,从而使学生改变原有的想法接受新的解释体系。第二,利用“结构中心法”构建原子结构和分子动理论两个角度的学习进阶,显示该核心概念要经历的思维过程,为学生建立良好的认知结构。第三,根据教学具体内容的需要,有效地根据学习进阶和概念转变理论设计教学设计,有效地实现学生的概念转变,有效地完成学习进阶的水平进阶。
[Abstract]:With the rapid development of modern society, the amount of knowledge is increasing rapidly, causing the students' knowledge of wide and not fine, students can only accept a large number of surface science knowledge, but not with the passage of time and the scientific and in-depth understanding of the concept of mastery, only involves some superficial factual knowledge, which makes students can't learn have a deeper understanding of knowledge, not to further lay a good foundation for learning. A large number of studies show that, in order to make the science curriculum standards, it should focus on the core concept of the scientific field of the minority, and make students increasing with age and strengthen the understanding of the core concepts and various fields complete learning. At present, although China's physics curriculum reform reference curricular syllabus to implement, but from the Department of comprehensive primary school education to the high school science curriculum and the development of Education The convergence of curriculum problems still exist, this problem will affect the students thinking ability and problem solving ability. Therefore, the core concept of physics learning advanced the implementation and improvement, can enhance the primary school, junior high school, high school degree of cohesion knowledge, so that students with the growth of grade and expand and deepen the core concept understanding, help students to lay a good foundation for future study and work. A large number of studies show that "atoms and molecules" is the core concept of important, this study wants to answer the following three questions. One study: "before the concept of atomic and molecular testing. To get the students to learn the idea of the original knowledge before in the mind through the design of test questions about atomic structure and kinetic theory of the two angles, the students' original ideas as the foundation to build the two angle of the theory of atomic structure and molecular Learning advanced. Study two: put forward the atomic structure and kinetic molecular theory of two aspects of learning advanced assumptions and to be revised and perfected through the test. To get the appropriate reasonable learning. The first part: the research on a test the students about "atoms and molecules" concept related to former based on the concept of courses at home and abroad the standard is based on the atomic structure and molecular dynamic from two aspects of theory to construct the corresponding learning center using structural design method. Study three: To study 2 molecular dynamic theory of learning as the basis to design the "invisible" section of the teaching design. Obtained through the measurement of the original students the idea to design a reasonable problem situation, stimulate students' cognitive conflict, to achieve better teaching effect. "Atoms and molecules" this part of knowledge is the basis for students to understand the physical world , by constructing a suitable model of atoms and molecules, we can better understand the composition of the substance, understanding the physical changes, and make reasonable explanation to the physical phenomenon. So this paper takes "atoms and molecules" concept as our research object, analysis of the standard of atomic and molecular study of the concept of the junior middle school stage curriculum requirements, analysis of the students the learning objectives, learning situation of students, to provide suggestions for teachers to better grasp the depth and breadth of teaching. Through research results and conclusions are as follows: first, students in the study of "invisible" before this class has to have a preliminary understanding of the molecular kinetic theory, but these one-sided understanding some of the students. "Before the study of atomic and molecular knowledge and understanding of things has reached a state of equilibrium, we should confirm their view is wrong, shock The conflict of the students' cognitive structure, and a reasonable explanation is given of the science teachers, to enable students to change the original idea to accept the new interpretation system. Second, construct the atomic structure and kinetic molecular theory of two aspects of the "center" of the learning process of the thinking, that core concept of going through the establishment of cognitive good for the students. Third, according to the specific content of teaching effectively according to the theory of teaching design and learning advanced concept design, effectively realize the transformation of students' concept, effectively complete the advanced level of advanced learning.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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