中学化学生成性教学策略研究

发布时间：2018-03-11 20:45

本文选题：生成性教学　切入点：耗散理论　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：生成性教学是新课程改革背景下兴起的一种新的教学理念。这一理念下的中学化学教学更加关注学生的个性发展和思维成长,其最高宗旨是促进每一个学生的全面发展,为教师的成长和发展提供可操作途径,最终达到促进师生共同发展的目的。国内外教育专家和学者对生成性教学的相关理论与实践己经做了长期的研究,取得了大量有价值的成果,他们重点对生成性教学进行了理论研究。基于此,本文在对生成性教学的特征进行剖析的基础上,从耗散理论的视角,采用案例分析法对生成性教学策略进行了研究,希望能为教师的课堂教学实践提供参考,促进师生的共同进步。本文精选了上海市三位经验丰富的化学教师的课堂教学为研究样本,深入课堂观摩,基于课堂实录,从耗散理论的角度分析教师的生成性教学策略。本文主要包括以下四部分:第一,本研究的选题背景和研究意义。通过大量文献资料的查阅与对比分析,并结合笔者在教学中的思考,发现问题,确定本文的研究内容,即中学化学生成性教学策略研究;第二,生成性教学研究述评。国内外研究者研究角度各不相同,国外学者主要从心理学意义和教学意义对生成性教学进行研究,国内学者更多倾向于从哲学和教学的视角对生成性教学进行探讨,包括生成性教学的内涵、特征、预设和生成的关系以及生成性教学策略等。综述后发现,对于生成性教学定义,学者们各抒己见,观点各不相同。因此,笔者在综述前人研究的基础上对生成性教学进行描述性定义,提出生成性教学具有开放性、重视过程、重视对话等特征。第三,从耗散理论的视角,研究中学化学生成性教学策略。生成性教学的本质决定了教学过程是开放的过程,开放性是生成性教学的基本特征。耗散结构是在开放的系统中,非平衡态的条件下通过涨落实现。生成性教学与耗散结构理论有共同之处,因此本文从耗散理论视角对中学化学教师课堂教学进行案例分析,研究她们采用的生成性教学策略。第四,结果分析。本文提出中学化学生成性教学策略:(1)教师在教学中采用生活化实例类比的方法促进学生生成学习;(2)采用开放性提问的策略促进学生思维的发展;(3)生成性教学重视教学过程,注重师生之间的对话交流,师生对话是生成性教学的有效方法;(4)生成性教学离不开具体情境,学生在丰富开放的情境中有利于学生进行生成学习;(5)化学离不开实验,学生动手做实验能促进学生新旧知识的融合、建立新的认知结构。
[Abstract]:Generative teaching is a new teaching idea rising under the background of the new curriculum reform. Under this concept, the chemistry teaching in middle school pays more attention to the development of students' personality and the growth of their thinking, and its supreme purpose is to promote the all-round development of every student. This paper provides an operational approach for the growth and development of teachers and students, and finally achieves the goal of promoting the common development of teachers and students. Domestic and foreign educational experts and scholars have done long-term research on the relevant theory and practice of generative teaching. A great deal of valuable achievements have been made, and they have carried out theoretical research on generative teaching. Based on this, this paper analyzes the characteristics of generative teaching from the perspective of dissipative theory. This paper studies the generative teaching strategy by case analysis, hoping to provide reference for teachers' classroom teaching practice. To promote the common progress of teachers and students. This paper selects the classroom teaching of three experienced chemistry teachers in Shanghai as a research sample and goes deep into classroom observation, based on classroom record. This paper mainly includes the following four parts: first, the background and significance of this research. Through the reference and comparative analysis of a lot of literature, this paper analyzes the generative teaching strategies of teachers from the perspective of dissipative theory. Combining with the author's thinking and finding problems in teaching, the author determines the research content of this paper, that is, the study of generative teaching strategies in middle school chemistry. Second, the review of generative teaching research. The research angles of researchers at home and abroad are different. Foreign scholars mainly study generative teaching from the perspective of psychology and teaching. Domestic scholars tend to discuss generative teaching from the perspective of philosophy and teaching, including the connotation and characteristics of generative teaching. The relationship between presupposition and generation and generative teaching strategies are summarized. It is found that scholars have different views on the definition of generative teaching. On the basis of summarizing the previous studies, the author defines generative teaching as descriptive, and points out that generative teaching has the characteristics of openness, attention to process and dialogue. Thirdly, from the perspective of dissipative theory, the author proposes that generative teaching is characterized by openness, attention to process and dialogue. The essence of generative teaching determines that the teaching process is open, the openness is the basic characteristic of generative teaching, and the dissipative structure is in the open system. The generative teaching and dissipative structure theory have something in common, so this paper makes a case study on the classroom teaching of middle school chemistry teachers from the perspective of dissipative theory. Study on the generative teaching strategies they adopted. 4th, The result is analyzed. This paper puts forward the middle school chemistry generative teaching strategy: 1) the teachers adopt the method of life case analogy in teaching to promote the students' generation learning. 2) the open question strategy is used to promote the development of students' thinking. Sex teaching attaches importance to the teaching process, Attention should be paid to the dialogue and communication between teachers and students. Dialogue between teachers and students is an effective method for generative teaching. (4) generative teaching can not be separated from specific situations, and students can not do without experiments in a rich and open situation. Students' hands-on experiments can promote the integration of new and old knowledge and establish a new cognitive structure.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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