初中生化学自主学习现状调查分析及对策探讨

发布时间：2018-01-29 16:29

本文关键词： 初中生化学自主学习学习策略　出处：《聊城大学》2017年硕士论文　论文类型：学位论文

【摘要】：在基础教育改革的大环境下,越来越多的教育工作者投入到研究学生学习模式上来,其中学生的自主学习模式尤其受到研究者的广泛关注。近几年来,自主学习在语文、数学、外语等科目的课堂运用上研究比较多,在化学科目上研究则相对少些。化学作为一门自然学科,学生在学习化学这一门学科中需要具备很强的探索、研究、发现的能力,而这些能力在学生自主学习中可以得到很好的培养和锻炼。希望本研究在前人研究的基础上,结合文献资料法、调查问卷法、定量分析法和定性分析等研究方法,充分考虑初中生的心理特征,对“初中生化学自主学习能力培养”的研究、传承与应用进行更加全方位、更彻底的探索,得出培养初中生化学自主学习的策略,让更多的化学教师在化学教学中能得以运用。培养初中生在化学学习方面的创新意识、探究精神、良好的学习习惯、科学的学习方法,进而提高他们的化学成绩。本论文首先结合笔者多年的教学经验、与同行老师的交流,总结出初中生在化学自主学习方面存在的问题,设计了针对初中生化学自主学习的调查问卷,对范县初三的学生进行随机调查。调查结果显示:从整体上来看,有一半以上的学生在化学学习方面有自信心、积极性和主动性,但也有不少学生,不会预习、不会学习、没有合理的学习方法等等这些问题,甚至还有少数学生完全没有自信心,存在直接放弃的心态。其次结合建构主义理论、发展性理论、人本主义理论以及合作学习理论,从初三学生特有的心理特点、影响初中生化学自主学习因素方面出发,构建了初中生化学自主学习培养的策略。最后展开教学实践,针对初中生化学自主学习培养的策略,结合研究对象的实际情况,实施教学实践,并通过教学实践观察学生的反应,反思每节课或每个环节的优缺点。这对提高初中生化学自主学习能力、全面提高化学的成绩有一定作用。在现代的教育模式下,本文得出的初中生化学自主学习培养策略有一定的参考性。但是,本次研究也存在局限性,建议其他研究者从留守学生、教师的实施能力方面来继续研究。
[Abstract]:In the environment of the basic education reform, more and more educators are engaged in the study of students' learning model, among which the students' autonomous learning model has been paid more and more attention by researchers in recent years. Autonomous learning in Chinese, mathematics, foreign language and other subjects in the classroom use of more research, in chemistry is relatively less. Chemistry as a natural subject. Students need to have a strong ability to explore, research and discover in the study of chemistry. And these abilities can be well cultivated and trained in autonomous learning. I hope this study is based on the previous studies, combined with the literature method, questionnaire method. Quantitative analysis and qualitative analysis and other research methods, fully consider the psychological characteristics of junior high school students, "junior high school students' ability to learn independently" research, inheritance and application of more all-round, more thorough exploration. Get the strategy of cultivating junior high school students' chemistry autonomous learning, so that more chemistry teachers can be used in chemistry teaching, cultivate junior high school students' innovative consciousness in chemistry learning, inquiry spirit, good study habits. Scientific learning methods, and then improve their chemistry scores. This paper first combined with the author's many years of teaching experience, with the exchange of teachers, summed up the junior high school students in chemistry autonomous learning problems. A questionnaire for chemistry autonomous learning of junior high school students was designed, and a random survey was carried out on the third grade students in Fan County. The results show that: on the whole, more than half of the students have self-confidence in chemistry learning. Enthusiasm and initiative, but there are many students, can not preview, can not learn, there are no reasonable learning methods, and so on, and even a few students have no confidence at all. Second, combining constructivism theory, developmental theory, humanism theory and cooperative learning theory, from the psychological characteristics of junior high school students. From the aspects of influencing factors of junior high school students' chemistry autonomous learning, this paper constructs the strategies of junior high school students' chemistry autonomous learning training. Finally, the teaching practice is carried out, aiming at the junior high school students' chemistry autonomous learning training strategies. Combined with the actual situation of the object of study, the implementation of teaching practice, and through teaching practice to observe the reaction of students, reflect on the advantages and disadvantages of each class or each link. This will improve junior high school students' ability of autonomous learning. In the modern education model, the strategy of junior high school students' autonomous learning training has some reference. However, there are some limitations in this study. It is suggested that other researchers continue to study the implementation ability of left-behind students and teachers.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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