导教图在中学化学课堂教学中的应用研究

发布时间：2018-04-28 12:35

本文选题：中学化学 + 课堂教学　；参考：《延安大学》2017年硕士论文

【摘要】：思维是智力的核心。“学会思维、系统思维、发散思维”是新时代教育对人才的呼唤。“教师如何教,学生如何学”成了现代教育发出的强而有力的声音。随着新课程改革的推进,为学生的“思维”而教,已经成为一种新时期的教育理念。据调查发现,现阶段的化学教育忽视了学生思维能力的发展。如何寻找一种有效的方法,在化学教学中搭建一个培养学生思维能力的平台,让化学教与学的活动更具有逻辑性、系统性、有效性?为此,笔者查阅了化学教材和相关的辅导书并且在实际教学中发现,教师在讲授新课时基本不能很好地利用这些图式引导学生思维,而是学生课后自己看辅导书、参考书中的知识框架,网络图等等,他们并没有通过这些图挖掘出知识的本质联系。为什么课堂上老师不能合理的运用这些导教图来引导学生思维呢?带着这些问题,我将“导教图在中学化学课堂教学中的应用研究”作为研究课题。本文主要运用了文献分析法、问卷调查法、访谈法、数据分析法等研究方法,在前人研究成果的基础上结合自己的教学实践,对导教图如何在化学课堂中高效应用和应用效果进行了研究。全文分为六章:第一章为文章的绪论部分。对本课题的提出、背景、现状、思路、方法、主要内容、价值以及目的进行了详细叙述。第二章为文章的概念界定和理论基础部分。概念界定部分详细阐述了导教图的定义和五种常用的基本模式以及它们各自的使用范围。理论部分阐述了本文由青少年的思维发展、图式理论、认知结构理论、有意义学习理论、认知建构学习理论为理论支撑。第三章通过对学生的问卷和教师的访谈,了解了导教图在化学教学中的应用现状,发现学生对导教图还不是很熟悉,学生对导教图的接触少而浅,而且作图能力也比较薄弱;很多一线教师认可并支持导教图在课堂中的使用。从学生现有的状况和期望,教师对“导教图”教学模式的认可以及新课改对学生思维能力培养的要求来看,“导教图”教学模式的展开势在必行。第四章由两部分构成。第一本分主要叙述了运用导教图的教学策略;第二部分主要阐述了设计和制作导教图时应注意和遵循的原则。并且希望这一部分可以对一线教师有所参考和帮助。第五章由典型的教学实例和学生成绩统计、访谈分析两部分构成。第一部分在笔者的教学实践经历中选取具有代表性的3个教学案列支撑全文。第二部分对学生的几次成绩进行统计和分析,用事实说话,用数据证明导教图在教学中的实用价值,有力的支撑了全文的中心论题。第六章为本文的研究结果、反思和展望。总结了本次研究的结果,反思了其中的不足,希望在以后的教学工作中能有更多后续研究,不断地在实践教学经验中完善本课题。
[Abstract]:Thought is the core of intelligence. Learning to think, systematic thinking and divergent thinking is the call of education to talents in the new era. How teachers teach and how students learn has become a strong and powerful voice of modern education. With the development of the new curriculum reform, teaching for students' thinking has become a new educational idea in the new period. According to the investigation, the present stage of chemical education neglects the development of students'thinking ability. How to find an effective way to build a platform to cultivate students' thinking ability in chemistry teaching, so that the activities of chemistry teaching and learning are more logical, systematic and effective? Therefore, the author looked up the chemistry textbook and the related guidance book and found in the actual teaching, the teacher could not use these schemas to guide the students' thinking very well when they taught the new class, but the students read the guidance books themselves after class. The knowledge framework, network diagrams, etc., in reference books, they do not dig out the essential link of knowledge. Why can't teachers use these diagrams to guide students' thinking? With these problems, I will study the application of instructional diagrams in middle school chemistry classroom teaching. This article mainly uses the literature analysis method, the questionnaire survey method, the interview method, the data analysis method and so on research method, unifies own teaching practice on the basis of the predecessor research result, The effective application and effect of instructional map in chemistry classroom are studied. The full text is divided into six chapters: the first chapter is the introduction of the article. In this paper, the background, present situation, thought, method, main content, value and purpose of this subject are described in detail. The second chapter is the conceptual definition and theoretical basis of the article. In the part of concept definition, the definition of guide diagram, five common basic models and their respective application scope are described in detail. In the theoretical part, this paper is supported by the development of teenagers' thinking, schema theory, cognitive structure theory, meaningful learning theory and cognitive constructional learning theory. The third chapter through the questionnaire to the student and the teacher's interview, has understood the guidance map in the chemistry teaching application present situation, discovered that the student is not very familiar with the teaching map, the student to guide the map the contact is small but shallow, moreover the drawing ability is also relatively weak; Many first-line teachers recognize and support the use of instructional diagrams in class. From the current situation and expectation of the students, the recognition of the teaching mode of "guide map" by teachers and the requirements of the new curriculum reform on the cultivation of students' thinking ability, it is imperative to carry out the teaching mode of "guide map". Chapter four consists of two parts. The first part mainly describes the teaching strategy of using the guide map, the second part mainly expounds the principles that should be paid attention to and followed when designing and making the guide map. And hope this part can have reference and help to the first line teacher. The fifth chapter consists of two parts: typical teaching examples and student achievement statistics, interview and analysis. In the first part, the author chooses three representative teaching cases to support the full text. In the second part, the author makes statistics and analysis of the students' scores, using facts to speak, and using data to prove the practical value of the guide map in teaching, which supports the central topic of the full text. The sixth chapter is the research result, reflection and prospect of this paper. This paper summarizes the results of this study, reflects on its shortcomings, and hopes that there will be more follow-up studies in the teaching work in the future, so as to improve the subject in the practical teaching experience.
【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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