发散思维在高中化学教学中的运用

发布时间：2018-02-27 16:12

本文关键词： 高中化学发散思维学习兴趣有效性　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近几年高考命题充分地体现了现代教学理念:注重基础知识,培养创新能力。试题重点考查了考生的发散思维能力、异向思维能力、迁移能力、分析问题和解决问题的能力。在高中的化学教学中必须重视学生发散思维能力的培养,将发散思维能力的培养渗透到高中化学知识的学习过程中。发散思维是思维的重要组成部分,也是衡量创新思维的一个重要指标。本研究以发散思维在高中化学教学中的应用为切入点,其研究对象是学生发散思维的发展状况。研究的内容包括:(1)高中化学教学中学生发散思维能力的培养现状。(2)如何将发散思维合理的运用到高中的化学教学?(3)将发散思维运用到高中化学教学中,能否激发学生学习化学的兴趣?(4)能否提高学生的发散思维能力?(5)能否提高教学的有效性?本研究的内容主要由七个部分组成。第一部分内容为绪论,主要说明研究的问题、研究的意义、研究的设计和研究的方法。第二部分内容为文献综述,阐述了“发散思维”的概念;对与本研究相关的国内外研究现状进行综合评述。第三部分内容为理论研究,对发散思维在高中化学教学中的运用的理论研究。第四部分内容为问卷调查研究,主要通过问卷调查了解高中化学教学中学生发散思维能力的培养现状。一共包括两个方面,一方面是,在教学中教师对学生发散思维培养的现状,另一方面是,学生发散思维发展的现状。第五部分是对高中化学教学中发散思维的培养方法的实践研究。第六部分是实验研究,主要包括三个方面第一,实验前后调查实验班和对照班的学生学习化学的兴趣变化;第二,实验前后调查实验班和对照班发散思维能力状况;第三,对实验前的高一期中考试和实验后的高一期末考试成绩进行分析,分析实验前后实验班和对照班学习的有效性。第七部分内容阐述本研究结论。第八部分内容阐述了研究展望,本研究的创新与不足。本研究的结论如下:笔者通问卷调查研究,了解到大部分教师对发散思维的理论知识比较了解,但是在平时的化学教学中有意识培养学生发散思维能力的老师较少,利用发散思维指导教学的教师较更少。学生的发散思维能力没有得到相应的提高。同时也了解到大部分高一学习喜欢学习化学,但是大部分学生学习化学的目的只是服从安排,与化学课程设置的目的不相符。在高一化学教学中,对发散思维缺乏了解,学生较少接触到开放式试题,也很少去用不同的方案去解决同一个问题。高一化学教学中,教师忽略了学生发散思维能力的培养,学生发散思维能力较差。高二高三学生的发散思维现状,情况和高一各方面相差不大,略有差异。三个年级相比,从高一到高三,高中生通过对高中化学深入的学习,增强了化学学习兴趣,接触到的开放性试题逐渐增加,对发散思维的了解程度有所增加,学生的发散思维能力也略有所增加。通过对武汉市黄陂三中化学教学中发散思维运用研究的实际情况研究,得到的实施效果有以下几个方面:将发散思维运用到高中化学教学中,可以提高学生学习化学的兴趣,同时也显著地提高学生的发散思维能力,也可以提高学习化学的效率。
[Abstract]:In recent years, the college entrance examination proposition fully embodies the modern teaching philosophy: pay attention to the basic knowledge, cultivating the ability of innovation. The questions focused on examining the students divergent thinking ability, migration heterodromia thinking ability, ability, ability to analyze and solve problems. In the teaching of chemistry in senior high school must pay attention to cultivating students' divergent thinking ability, penetration to cultivate divergent thinking to the learning process of high school chemistry knowledge. Divergent thinking is an important part of thinking, and also an important measure of innovation thinking. Based on the divergent thinking in high school chemistry teaching application as the starting point, the research object is the development of students' thinking in research. The contents include: (1) the status quo of cultivating students' divergent thinking ability in Chemistry Teaching in senior high school. (2) how the chemical teaching of divergent thinking and rational use of the high school? (3) the use of divergent thinking To the high school chemistry teaching, can stimulate students' interest in learning chemistry? (4) can improve the students' divergent thinking ability? (5) can improve the effectiveness of teaching? This study mainly consists of seven parts. The first part is the introduction, mainly explains the research question, research significance, method of design study and research. The second part is the literature review, describes the concept of "divergent thinking"; reviews the current research status of the related research at home and abroad. The third part is the theoretical research, theoretical research on using divergent thinking in Chemistry Teaching in senior middle school. The fourth part is the questionnaire survey research to understand the current situation, to cultivate students' divergent thinking ability in high school chemistry teaching mainly through the questionnaire survey. A total of two aspects, on the one hand, in the process of teaching teachers to cultivate students' divergent thinking now Like, on the other hand, the present situation of students' divergent thinking. The fifth part is the practical research on the training method of divergent thinking in Chemistry Teaching in senior high school. The sixth part is the experimental study, mainly includes three aspects: first, investigation of the experimental class and the control class before and after the experiment the students' learning interest in chemistry change; second, experiment after the investigation of the experimental class and the control class of divergent thinking ability of high status; third, final exam before the experiment a mid-term exam and after the experiment were analyzed before and after the experiment, analysis of the experimental class and the control class. The effectiveness of the seventh part of the contents of the conclusion of the study. The eighth part describes the research prospect. The study of innovation and inadequate. The conclusions of this study are as follows: through the questionnaire survey, to understand the theoretical knowledge of divergent thinking most of the teachers understand, but in the normal chemical teaching Consciously cultivating students' ability of divergent thinking less teacher learning, using divergent thinking teaching. Teachers are less divergent thinking ability of students has not been improved. At the same time also learned that most of the higher learning love learning chemistry, but most of the students in learning chemistry to just obey the arrangement, and set the chemistry course to consistent. In the high chemistry teaching, lack of understanding of the students' divergent thinking, less exposed to the open examination, also rarely use different schemes to solve the same problem. The high chemistry teaching, the teacher ignores the cultivation of students' divergent thinking ability, students' divergent thinking ability is poor. The divergent thinking status of senior high school senior high school students, and a little difference in terms of, slightly different. Compared to the three grades, from high to high school, senior high school students through the learning of senior high school chemistry by deeply. Strong interest in learning chemistry, open questions to increase gradually, the level of understanding of divergent thinking to increase students' divergent thinking ability is also slightly increased. Through the research on the actual situation of Wuhan City, Huangpi third using divergent thinking in chemistry teaching, the implementation effect of the following aspects: the use of the divergence thinking to the senior middle school chemistry teaching, can improve the students' interest in learning chemistry, but also significantly improve the students' divergent thinking ability, but also can improve the efficiency of learning chemistry.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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