中学化学三阶段教学内容衔接设计研究

发布时间：2018-06-10 01:56

本文选题：中学化学 + 三阶段　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：自2001年以来,基础教育课程改革在全国范围内陆续开展,新课程在理念、模式等方面均发生了较大的变化,其中课程结构上的变化尤为显著,高中化学课程采用了“必修+选修”的模式。整个中学化学课程按照义务段、必修段、选修段三个阶段并存的课程结构进行了编排,三阶段知识内容的编排方式不是单一的各个知识板块并列地先后排列,也不是简单的由易到难地直线上升,而是每个阶段教学内容在覆盖面、宽度、广度、知识点上均基本相同,三阶段主干知识点重复出现,且主体教学内容深度呈螺旋式上升趋势。其中第一阶段初中义务段是入门阶段,所有知识点都面面俱到,但每个知识点都介绍得比较浅显,以了解为主;第二阶段高中化学必修段为发展阶段,有2个模块构成,教学内容注重知识体系的构建;第三阶段高中化学选修段为个性发展阶段,共有不同方向的6个模块构成,且更注重化学素养的提升。本论文旨在开展中学化学义务段、必修段、选修段三阶段教学内容衔接设计策略的研究。论文共分五个部分:第一部分论述研究的背景,提出了只有将中学化学义务段、必修段、选修段三阶段教学内容有机衔接起来,才能将衔接教学落到实处的观点。综述了国内外在该方面的研究现状及本论文的研究方法和意义。第二部分对本研究的相关概念进行了界定,归纳分析了认知结构迁移理论、最近发展区理论、建构主义学习理论对本研究的指导作用。第三部分具体论述了教学内容衔接设计的体系构建,通过调查问卷及访谈记录的统计分析,总结出中学化学三阶段教学衔接的现状及存在的问题;同时结合对整个中学化学义务段、必修段、选修段三阶段知识内容的全面分析,指出了教学内容衔接设计应遵循以下原则:(一)循序渐进原则,(二)有效迁移原则,(三)时效性原则,(四)以趣促学原则。提出了教学内容衔接设计的方法:(一)回顾导入法,(二)对比启发法,(三)应用迁移法,(四)模型建构法。第四部分指出了教学内容衔接设计的一般步骤,选取了具有代表性的电化学的两节内容,结合自身的教学实践经验,利用研究结果进行衔接教学设计,为广大一线中学化学教师的教学设计提供一个范例。第五部分通过试教对研究成果进行实证,从课堂上学生反应及试教教师的课后反馈来看,教学内容衔接设计产生了以下效果:回顾旧知识环节,学生学习积极性与主动性反应强烈,绝大多数学生成就感增强,学习兴趣被激发;获得新知环节,新知识轻松获并提升,明显有利于学生知识体系的构建。
[Abstract]:Since 2001, the curriculum reform of basic education has been carried out throughout the country. The new curriculum has undergone great changes in concept and mode, especially in the structure of curriculum. High school chemistry curriculum adopts the mode of "compulsory elective course". The chemistry curriculum of the whole middle school is arranged according to the curriculum structure, which consists of three stages: compulsory, compulsory and elective. The arrangement of the three-stage knowledge content is not arranged in a single order of each knowledge plate. It is not simply a straight line rise from easy to difficult, but the content of each stage is basically the same in terms of coverage, width, breadth, and knowledge points. The three-stage backbone knowledge points are repeated. And the depth of the main teaching content is spiraling upward. The first phase of junior high school compulsory phase is the introductory stage, all the knowledge points are comprehensive, but each knowledge point is relatively simple and mainly based on understanding; the second stage of senior high school chemistry compulsory section is the development stage, which consists of two modules. The content of teaching pays attention to the construction of knowledge system; the third stage of senior high school chemistry elective section is the stage of personality development, there are six modules in different directions, and pay more attention to the improvement of chemical literacy. The purpose of this paper is to study the three-stage design strategies of chemical compulsory, compulsory and elective teaching contents. The thesis is divided into five parts: the first part discusses the background of the research, and puts forward the viewpoint that only by organically connecting the contents of the three stages of middle school chemical obligation, compulsory and elective, can the cohesive teaching be put into practice. This paper summarizes the present situation of this field and the research method and significance of this paper. The second part defines the relevant concepts of this study, and summarizes and analyzes the guiding role of the cognitive structure transfer theory, the theory of the proximal development area and the constructivist learning theory in this study. The third part concretely discusses the system construction of teaching content cohesion design, through the statistical analysis of questionnaire and interview records, summarizes the current situation and existing problems of middle school chemistry three-stage teaching cohesion; At the same time, combining with the comprehensive analysis of the three-stage knowledge content of the whole middle school chemical obligation section, the compulsory course and the elective section, It is pointed out that the following principles should be followed in the design of cohesion of teaching contents: (1) the principle of gradual progress and (2) the principle of effective transfer (3) the principle of timeliness and (4) the principle of promoting learning by interest. This paper puts forward the method of designing cohesion of teaching contents: (1) retrospective introduction method (2) contrast heuristic method (3) applying transfer method and (4) model construction method. The fourth part points out the general steps of the design of the cohesion of teaching content, selects the representative two sections of the electrochemical content, combines its own teaching practice experience, makes use of the research results to carry on the cohesive teaching design. For the majority of primary school chemistry teachers teaching design to provide an example. In the fifth part, from the point of view of students' reaction in class and teachers' feedback after class, the cohesion design of teaching content has the following effects: review the old knowledge link, Students' learning enthusiasm and initiative reaction are strong, most students' sense of achievement is enhanced, and their interest in learning is stimulated. Obtaining new knowledge and improving new knowledge are obviously beneficial to the construction of students' knowledge system.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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