初中化学“引导—自主—引导”教学模式的构建与实践

发布时间：2018-01-24 18:42

本文关键词： 初中化学引导自主学习教学模式　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：自主学习是新课程倡导的新的学习方式,自主精神是促进人类文明不断向前发展的重要动力。而现实是,一方面,知识经济时代、信息化、学习型社会的到来对个体的自主学习能力提出了客观要求,学会学习、终身学习已成为现代人的必须生存技能;而另一方面笔者在初中化学的教学实践中亲身体验到以教师讲授为主的教学模式剥夺了学生学习的主体地位,严重阻碍了学生自主学习能力的发展。两相对比,笔者深切体会到改变教学模式、培养学生自主学习能力的必要性和迫切性。因此笔者在分析培养初三学生自主学习能力可行性的基础上,运用文献研究法分析了国内外自主学习教学模式的研究成果,运用问卷调查法对初三学生的化学学习自主性和促进初三学生自主学习的教师教学行为进行了调查研究,并以调查结果为现实基础,在最近发展区理论、人本主义学习理论、建构主义学习理论和元认知理论的指导下,构建了初中化学“引导-自主-引导”教学模式,最后采用实验研究法对该模式进行了实证研究。研究成果包括:(1)对学生学习自主性的调查结果显示,多数学生学习化学的主动意识不强,学习缺乏方法,学习过程中对自身的监控不足,不注重对学习结果的评价和总结。(2)对促进学生自主学习的教师教学行为的调查结果显示,教师与学生的关系和谐,但深层次的心理距离实则较远,教师给学生的讲解较为深入,但引导、启发不足,对学生学习方法和学习结果评价的指导也较少。(3)结合上述调查结果,在理论层面从目标、理论基础、内涵、结构框架、操作程序、教学策略、实施原则几方面构建了初中化学“引导-自主-引导”教学模式。(4)通过具体教学案例分析了初中化学“引导-自主-引导”教学模式在初三化学课堂教学中的实践应用。(5)教学实践表明,初中化学“引导-自主-引导”教学模式有助于提高学生的学习成绩和自主学习能力。
[Abstract]:Autonomous learning is a new way of learning advocated by the new curriculum, and the spirit of autonomy is an important driving force to promote the continuous development of human civilization. However, the reality is, on the one hand, the era of knowledge economy, information technology. The arrival of the learning society has put forward the objective request to the individual independent learning ability. Learning to study and lifelong learning has become the necessary survival skill of modern people. On the other hand, in the teaching practice of junior high school chemistry, the author has personally experienced that the teacher-oriented teaching mode deprives the students of the main position of learning, and seriously hinders the development of students' autonomous learning ability. The author deeply understands the necessity and urgency of changing the teaching mode and cultivating students' autonomous learning ability. Therefore, the author analyzes the feasibility of cultivating the students' autonomous learning ability. This paper analyzes the research results of autonomous learning teaching model at home and abroad by using the method of literature research. This paper investigates the chemistry learning autonomy of the junior high school students and the teachers' teaching behavior of promoting the students' autonomous learning by using the method of questionnaire, and based on the results of the investigation, the theory of the proximal development area is used. Under the guidance of humanism learning theory, constructivism learning theory and metacognition theory, this paper constructs the teaching mode of "guided-independent-guided" in junior high school chemistry. Finally, an empirical study on this model is carried out by using the experimental research method. The results of the research include: 1) the results of the investigation on students' learning autonomy show that most of the students are not active in learning chemistry and lack methods of learning. In the process of learning, it is not enough to monitor itself and pay no attention to the evaluation and summary of the learning results. 2) the investigation results of teachers' teaching behaviors that promote students' autonomous learning show that the relationship between teachers and students is harmonious. But the deep psychological distance is actually far, teachers explain to the students more in-depth, but guidance, inspiration is not enough, the guidance to students learning methods and learning results evaluation guidance is also less. 3) combined with the above survey results. In the theoretical level from the goal, the theoretical basis, the connotation, the structure frame, the operation procedure, the teaching strategy. This paper constructs the teaching mode of "guiding-independent-leading" in junior high school chemistry from several aspects of implementing principles. Through the concrete teaching case, this paper analyzes the practical application of the teaching mode of "guiding-independent-leading" in junior high school chemistry classroom teaching. The teaching mode of "guiding-self-leading" in junior high school chemistry helps to improve students' learning achievement and autonomous learning ability.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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