中学化学生成性教学的课堂观察研究

发布时间：2018-04-15 19:01

本文选题：中学化学 + 生成性教学行为　；参考：《南京师范大学》2017年硕士论文

【摘要】：新课程改革追求“为了每一位学生的发展”的教学价值观,与其相适应的教学方式是一种更加注重学生发展的、更加灵活开放的教学方式。生成性教学即是符合这种要求的教学方式。在真实的课堂教学中生成性教学的实施存在怎样的问题呢?如何有效的课堂教学“生成”呢?这些问题一直困扰着一线教师。带着这些问题,深入真实的化学课堂,通过观察教师的教学,探寻生成性课堂教学的案例,分析其中教师处理生成性教学资源的方法以及其中存在的问题,给一线教师和即将走向教育岗位的新教师提供参考。本研究首先采用文献研究法对生成性教学以及化学课堂生成性教学文献进行梳理。根据研究内容,对生成性教学以及化学生成性教学进行概念界定,介绍了化学生成性教学的特征即动态性、过程性、互动性。本研究以人本主义学习理论、建构主义学习理论、后现代主义思想、维特洛克的生成性学习理论为研究基础。接着根据所参考文献,总结了五种化学教师生成性教学行为,分别是营造轻松的课堂氛围、弹性化的教学设计、创生性的教学实施、情境性的教学评价、经常性的教学反思,并将此五种行为设定为观察角度。结合化学学科特点编制化学生成性教学的课堂观察量表,对化学课堂生成性教学行为进行观察并辅之以教师访谈,分析目前生成性教学的实施现状,包括所取得成果以及存在的问题。通过课堂观察发现目前化学课堂教学生成主要分为以下几类:高效提问与追问,促发生成;化学实验,引导生成;课堂讨论,互动生成;突发事件,机智生成。对以上四种教学生成典型案例进行分析,进一步说明目前化学生成性教学存在的问题以及原因,寻找促进生成性教学的策略。通过以上研究发现,目前中学化学多数教师能够做到弹性的教学设计,课堂体现生成性教学;课堂教学中偶尔还会出现一些“精彩生成”。存在的问题有预设不足、无效生成;课时及应试教育的影响,弱化生成;教师处理生成性教学资源的能力欠缺。通过对以上四种教学生成案例分析结合教师访谈,从建立开放互动的教学环境、提升教师教学智慧和改变评价方式三方面提出促进生成性教学的策略。论文最后对本研究的不足进行了反思。
[Abstract]:The new curriculum reform pursues the teaching values of "for the development of every student", and the corresponding teaching method is a more flexible and open teaching way which pays more attention to the development of students.Generative teaching is the teaching method that meets this requirement.What are the problems in the implementation of generative teaching in real classroom teaching?How to effectively "generate" classroom teaching?These problems have been puzzling the first line teachers.With these problems, it goes deep into the real chemistry classroom, through observing the teacher's teaching, exploring the case of the generative classroom teaching, analyzing the method of the teacher dealing with the generative teaching resources and the existing problems.To provide reference for the first line teachers and the new teachers who are about to go to the educational post.This study firstly combs the literature of generative teaching and chemistry classroom generative teaching by literature research method.According to the contents of the research, the concepts of generative teaching and chemical generative teaching are defined, and the characteristics of chemical generative teaching are introduced, which are dynamic, procedural and interactive.This study is based on humanism learning theory, constructivism learning theory, postmodernism thought and Wittlock's generative learning theory.Then according to the reference literature, it summarizes five kinds of chemistry teachers' generative teaching behaviors, which are to create a relaxed classroom atmosphere, flexible teaching design, creative teaching implementation, situational teaching evaluation, and regular teaching reflection.The five behaviors were set as the observation angle.According to the characteristics of chemistry subject, the classroom observation scale of chemical generative teaching is compiled, and the behavior of generative teaching in chemistry classroom is observed and supplemented by teacher interviews, and the present implementation situation of generative teaching is analyzed.Including achievements and problems.Through classroom observation, it is found that the current chemistry classroom teaching generation is mainly divided into the following categories: efficient questioning and questioning, promoting generation; chemistry experiment, leading generation; classroom discussion, interactive generation; unexpected events, witty generation.Through the analysis of the four typical cases of teaching generation, the problems and reasons of chemical generative teaching are explained, and the strategies to promote generative teaching are found.Through the above research, it is found that most middle school chemistry teachers can achieve flexible teaching design, and the classroom reflects generative teaching, and occasionally some "wonderful generation" occurs in classroom teaching.The existing problems include the deficiency of presupposition, invalid generation, the influence of class time and examination-oriented education, and the lack of teachers' ability to deal with generative teaching resources.Through the analysis of the above four teaching generation cases and teachers' interviews, this paper puts forward the strategies to promote generative teaching from three aspects: establishing an open and interactive teaching environment, promoting teachers' teaching wisdom and changing their evaluation methods.At the end of the paper, we reflect on the deficiency of this study.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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