“四线式”教学模式在高中化学教学中应用与实践效果研究

发布时间：2018-05-29 22:37

本文选题：化学史 + 高中化学　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：新课改要求全面提升当代学生的科学素养,其中学生的情感和价值观等方面的培养,更多的需要通过化学史教育来实现。化学史详细地记录了化学学科从最初的发现到逐渐发展的历程,展现了无数科学家们的坚毅品质和无私奉献的精神,也蕴含了大量的化学知识与原理。同时,对于学生探究能力的培养有着不可替代的作用。高一学生的思维较活跃,学习积极性非常浓厚,但实验探究能力还没有完全形成。通过对近年来化学史教育理论和实践教学进行研究,发现“三线式”教学模式虽符合高中化学教学的要求,通过“历史线”、“探究线”、“知识线”三线进行教学,可使学生搞清所学知识的发展演变过程,掌握科学研究的方法,树立了正确的学习态度和情感价值观,掌握了知识的原理,但也存在缺少学生自主设计探究实验的环节、缺乏教学原则和方法、缺少所学知识与实际生产和生活联系等问题。本研究通过阅读文献、统计分析和实验教学等方法,提出了“四线式”的教学模式。以“历史线”为主线,创设探究氛围;让学生追溯前人的脚步,进行模拟复演或设计自主探究,随着“探究线”的推进,学生掌握了其中的化学知识与原理,进而完成了“知识线”的教学,注重培养在实际中运用化学知识的能力,最终达到“应用线”的最终目标。学生一旦具备一定实践能力和化学知识储备,也能促进其探究能力的发展与提高。并结合建构主义、“最近发展区”、人本主义和“范例式”教学等四个理论分析高中化学史教育的实施,总结该模式在调动学生化学学习积极性及自主建构知识等方面的作用。研究提出科学性、全面性、探究性、适度性、适用性以及育人性的“四线式”教学模式的教学原则,并按照“四线式”模式,结合多媒体,选取人教版高中化学教材,制作了“金属钠”、“富集在海水中的元素-氯”和“氨”三个教学案例,为了检验“四线式”的教学效果,在乌海市第一中学高一年级两个平行班级进行了教学实验效果的检验研究。实践结果显示,实验班和对照班在“四线式”的教学实践后,化学平均成绩分别是34.95和30.74分,实验班平均分高出对照班4.21分。通过独立样本的T检验发现两个班教学实践后,实验班化学成绩明显高于对照班。通过对两个班级后测试卷进一步分析发现,实验班学生在知识性、探究性和应用性题型上的分数明显高于对照班。说明“四线式”教学模式能够提升学生的探究和应用能力,有助于知识的理解,能够提升高中化学教学的效果。
[Abstract]:The new curriculum reform requires the overall improvement of the scientific literacy of contemporary students, in which the cultivation of students' emotions and values, etc., needs to be realized through the education of chemical history. The history of chemistry records in detail the course from the initial discovery to the gradual development of chemistry. It shows the perseverance and selfless spirit of countless scientists, and also contains a lot of chemical knowledge and principles. At the same time, it plays an irreplaceable role in the cultivation of students'inquiry ability. The students of Senior one are active in thinking and active in learning, but the ability of experimental inquiry has not been fully formed. Through the research on the theory and practice of chemistry history education in recent years, it is found that the "three-wire" teaching mode accords with the requirements of senior high school chemistry teaching, and teaching is carried out through "historical line", "inquiry line" and "knowledge line". It can make students understand the development and evolution of what they have learned, master the methods of scientific research, set up correct learning attitude and emotional values, master the principle of knowledge, but there is also a lack of links for students to design inquiry experiments independently. Lack of teaching principles and methods, lack of knowledge and practical production and life and other issues. Through reading literature, statistical analysis and experimental teaching methods, this study puts forward a "four-wire" teaching model. With the "history line" as the main line, to create the atmosphere of inquiry, let the students trace back the footsteps of their predecessors, carry out the simulation or design independent inquiry, with the advance of the "line of inquiry", the students have mastered the chemical knowledge and principle. Thus, the teaching of "knowledge line" is completed, and the ability of using chemical knowledge in practice is cultivated, and the ultimate goal of "application line" is finally achieved. Once students have certain practical ability and chemical knowledge reserve, they can also promote the development and improvement of their inquiry ability. Combined with the four theories of constructivism, "proximal development zone", humanism and "paradigm" teaching, this paper analyzes the implementation of chemistry history education in senior high school, and summarizes the role of this model in arousing students' enthusiasm in chemistry learning and building knowledge autonomously. The study puts forward the teaching principles of the "four-wire" teaching mode, which is scientific, comprehensive, inquiring, moderate, applicable and human nature, and selects the teaching material of high school chemistry by combining the multi-media with the "four-wire" mode. Three teaching cases of "metal sodium", "chlorine enriched in seawater" and "ammonia" were made. In order to test the teaching effect of "four-wire", Two parallel classes of grade one in Wuhai No. 1 Middle School were tested and studied on the effect of teaching experiment. The results show that the average score of chemistry in the experimental class and the control class is 34.95 and 30.74 respectively, and the average score of the experimental class is 4.21 points higher than that of the control class. It was found that the chemistry scores of the experimental class were significantly higher than that of the control class after the teaching practice of the two classes through the T test of independent samples. Through the further analysis of the test papers after the two classes, it is found that the scores of the students in the experimental class in terms of knowledge, inquiry and application are obviously higher than those in the control class. It shows that the "four-wire" teaching mode can improve the students' ability of inquiry and application, help the understanding of knowledge, and improve the effect of chemistry teaching in senior high school.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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