初中能量转化守恒定律教学设计研究

发布时间：2018-05-20 22:38

本文选题：科学探究 + 案例开发　；参考：《广西师范大学》2016年硕士论文

【摘要】：随着基础教育课改的推进,国际科学教育发展的热潮,各种新型教学理念的引入,新一轮课改更加重视学生科学探究能力、科学素养的培养。然而,以科学探究为主要教学方式的科学课程对学生探究能力的培养、科学素养的养成都有非常重要的作用。因此,本文以“能量的转化守恒及转化计算”等科学大概念为基础,将日常“烧水”活动开发为一系列科学课程教学设计,所涉及知识点为九年级学生认知和学习过程中的重难点内容。笔者提供一个贴近生活、科学有趣的教学案例,为学生更直观地理解能量转化和守恒这一概念找寻有效途径,更好地融会贯通己学知识,达到学以致用的目的。进行教学设计前,对“烧水”素材进行开发研究。对木柴干燥程度的界定、木柴烧水时实际消耗木柴质量,电热壶烧开水实际用时等因素进行实验研究并记录,得出了实际消耗木柴质量与所需木柴的理论质量数值之间、电热壶烧水实际用时与理论计算值的差异量表,分析和解释了其中关于能量转化和守恒的物理变化过程。从中提炼出可供探究的核心问题,例如：“理论上烧开一壶水需要多少柴?”、“为什么实际消耗的木柴质量比理论值都大?”、“对两种方式烧水时间的预测,那种更准确?为什么?”、“哪种类型的炉子才可以提高木柴的利用率?”、“电热水壶的设计有什么特点可以增加热量的利用率?”。在实验研究和对核心问题思考的基础上,结合学生日常生活经验以及笔者的教学实践,以能量转化和守恒为大的知识背景,针对初中三年级的学生学习特点,尝试进行初步的综合型科学探究教学设计。本文主要围绕以下几个问题“电热壶烧开一壶水需要多久?”“预测烧开一壶水需要多少木柴?”“怎样减少或利用散失的能量?”进行。最后笔者对本文教学设计和传统教学设计进行了初步分析和对比。本文立足于科学教育目的,充分结合传统教学模式的优势和教学内容,以新型教学模式和教学理念为支撑,以帮助学生理解科学的重要大概念为前提,以提升学生运用知识和能力解决实际问题的能力为目的,提供一个源于生活的、从素材开发到教学设计全过程的科学探究活动案例。同时,本文对笔者在进行素材开发和教学设计时应把握的探究要素进行了相应讨论,旨在为其他研究者在面对相似的案例开发及教学设计时提供一些参考。
[Abstract]:With the promotion of basic education curriculum reform, the upsurge of international science education development and the introduction of various new teaching concepts, the new round of curriculum reform pays more attention to the cultivation of students' scientific inquiry ability and scientific literacy. However, the science curriculum, which takes scientific inquiry as the main teaching method, plays an important role in the cultivation of students' inquiry ability and the cultivation of scientific literacy. Therefore, based on the scientific concepts such as "conservation of energy conversion and transformation calculation", the daily "boiling water" activities are developed into a series of teaching design of science courses. The knowledge involved is the important and difficult content in the cognitive and learning process of the ninth grade students. The author provides an interesting teaching case, which is close to life and science, in order to find an effective way for students to understand the concept of energy conversion and conservation more intuitively, to better integrate their own knowledge and to achieve the purpose of applying learning. Before carrying on the teaching design, to "boil water" the material to carry on the development research. The definition of the drying degree of firewood, the actual consumption of firewood quality when firewood is fired, the actual time of burning water in electric kettle and other factors are studied and recorded experimentally, and the value between the actual consumed firewood quality and the theoretical quality of the firewood needed is obtained. The physical change process of energy conversion and conservation in electric kettle is analyzed and explained by measuring the difference between the actual time and theoretical calculation value. The core questions that can be explored are: "how much firewood is needed to boil a pot of water in theory?", "Why does the quantity of firewood actually consumed be greater than the theoretical value?" and "which is more accurate for predicting the time of boiling water in both ways?" Why? "what type of stove can increase the utilization of firewood?", "what are the features of the design of the electric kettle that can increase the utilization rate of heat?" On the basis of experimental research and thinking on the core issues, combined with the daily life experience of students and the author's teaching practice, taking energy conversion and conservation as the big knowledge background, aiming at the learning characteristics of junior middle school students in grade three, Try to carry out a preliminary comprehensive scientific inquiry teaching design. This article revolves around the following questions: "how long does it take for an electric kettle to boil a pot of water?" "how much firewood does it take to boil a pot of water?" "how can the lost energy be reduced or utilized?" Proceed. Finally, the author makes a preliminary analysis and comparison between the teaching design and the traditional teaching design. This paper is based on the purpose of science education, fully combines the advantages and contents of the traditional teaching mode, takes the new teaching mode and teaching idea as the support, and takes the help of students to understand the important concept of science as the premise. In order to improve the students' ability to use knowledge and ability to solve practical problems, this paper provides a case of scientific inquiry activities from material development to teaching design. At the same time, this paper discusses the inquiry elements that the author should grasp when developing materials and teaching design, in order to provide some reference for other researchers in the face of similar case development and teaching design.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.98

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