三重表征视野下化学教学行动研究

发布时间：2018-05-11 22:35

本文选题：化学三重表征 + 金属晶体　；参考：《西华师范大学》2017年硕士论文

【摘要】：教师专业发展是一个受到众多教育研究者共同关注的核心问题,而教师的自我专业发展则是教师专业发展中的关键。众多研究成果表明,教师的自我专业发展不仅需要教育理论的指导,还需要有效可行的方法途径。综上所述,本文基于化学三重表征理论的指导,对教师的教学设计及教学实践开展行动研究,以期为化学教师的自我专业发展开辟一条新的有效途径。化学三重表征理论是化学科学最重要的理论之一,其能有效地为化学教师提供教学新方向,并指导其开展教学工作。行动研究是促进教师主动关注自我,促进教师自我专业发展的有效研究方法。本文试图解决以下两个问题:1、以三重表征理论为教学价值取向,在具体化学课例教学设计与实践中如何体现。2、以三重表征理论为视角,在化学教师开展行动研究过程中如何促进自我专业发展。针对以上两个核心研究问题,本文主要采用了文献研究法、访谈调查法及行动研究法,通过利用文献研究法梳理三重表征理论的相关研究,并形成核心理解;再利用行动研究法针对研究对象在教学设计及教学实践中的整个过程开展行动研究。全文主要分为以下五个部分:第一部分为前言。该部分主要叙述了研究的问题及研究该问题的原因,以及研究的方法、目的、意义及本研究的信度与效度等内容。第二部分为文献研究综述与理论基础。该部分主要针对有关三重表征理论的国外研究及国内研究进行分类详述,并阐述已有研究存在的问题,最后形成本研究的理论基础。第三部分为三重表征理论在化学教学设计中的行动研究实例分析—以金属晶体为例。该部分阐述了在三重表征视野下对《金属晶体》进行教学设计开展行动研究的理由,所遇问题,解决问题的思路,并呈现了《金属晶体》的具体教学设计过程等内容。第四部分为三重表征视野下的化学教学行动研究实例分析—以沉淀滴定法为例。该部分阐述了以培养学生三重表征思维为教学目标而进行的《沉淀滴定法》教学实践的具体内容,同时通过对学生课后习题完成情况进行分析,对学生进行访谈等方式来分析教学效果,并呈现对该教学实践的反思与建议。第五部分为结束语。该部分阐述了本研究的结论与研究的不足之处,并对未来的研究做出了展望。
[Abstract]:The teacher's professional development is a core problem which is concerned by many educational researchers, and the teacher's self-professional development is the key to the teacher's professional development. Many research results show that teachers' self-professional development needs not only the guidance of educational theory, but also effective and feasible methods. To sum up, based on the guidance of the theory of triple representation of chemistry, this paper carries out an action study on teachers' teaching design and teaching practice in order to open up a new and effective way for the self-professional development of chemistry teachers. The theory of triple representation of chemistry is one of the most important theories in chemical science. It can effectively provide a new direction of teaching for chemistry teachers and guide them to carry out teaching work. Action research is an effective research method to promote teachers to pay attention to themselves and promote their self-professional development. This paper attempts to solve the following two problems: 1, taking the triple representation theory as the teaching value orientation, how to embody .2in the teaching design and practice of the concrete chemistry lesson, and how to take the triple representation theory as the angle of view, How to promote self-professional development in the course of chemistry teachers' action research. Aiming at the above two core research problems, this paper mainly adopts the literature research method, the interview investigation method and the action research method, combs the related research of the triple representation theory by using the literature research method, and forms the core understanding; Then the action research method is used to carry out action research on the whole process of teaching design and teaching practice. The full text is divided into the following five parts: the first part is the preface. This part mainly describes the research problems and the reasons for the study, as well as the research methods, purposes, significance and reliability and validity of this study. The second part is the literature review and theoretical basis. In this part, the foreign and domestic studies on triple representation theory are classified and elaborated, and the existing problems are expounded. Finally, the theoretical basis of this study is formed. The third part is the analysis of the action research of triple representation theory in chemistry teaching design-taking metal crystal as an example. In this part, the reasons, the problems encountered, the train of thought to solve the problems, and the concrete teaching design process of metal crystal are expounded in the view of triple representation. The fourth part is a case study of chemical teaching action from the perspective of triple representation-taking precipitation titration as an example. This part expounds the concrete contents of the teaching practice of "precipitation titration", which aims at cultivating students' triple representation thinking, and analyzes the completion of students' exercises after class. Interview students to analyze the teaching effect, and present the reflection and suggestions on the teaching practice. The fifth part is the conclusion. In this part, the conclusions of this study and the shortcomings of the study are described, and the future research is prospected.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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