基于模型方法的高中生化学概念转变的实证研究
发布时间：2018-07-25 16:21
【摘要】：模型方法作为科学方法教育中的重要组成部分,在化学教学中经常被使用,而化学概念的学习则是学生学习的重点。由于学生已有的经验、认知水平存在差异,导致学生对化学概念进行学习时出现不同的理解,甚至产生错误的理解。运用模型方法对化学概念进行教学,展示物质本身的特征、规律和性质,利用模型的直观性、简洁性降低学生在概念学习中存在的困难,改变学生对概念错误理解,进而实现概念转变。本文以合川中学为调查样本,对中学化学教师以及在校高中生进行了问卷调查。使用自行设计的《基于模型方法的高中生化学概念转变实证研究调查问卷(教师问卷)》和《基于模型方法的高中生化学概念转变实证研究调查问卷(学生问卷)》对合川中学高中部三个年级教师共34人以及高中三个年级共1006位学生进行了相关问卷调查。对调查结果进行分析发现,大多数教师认为中学化学教学需要科学方法作为指导,但对于模型的含义理解过于表浅,对模型的功能和分类认识还不够全面,缺乏对模型的整体性认识;对模型方法开展的困难,大多数教师认为需要足够的教学媒介支持,而部分教师对多媒体运用不熟练;教师在进行概念教学时,多以生活中的案例进行举例;学生对模型的认识不够深入,具体表现为对模型的外观结构认识上;大多数学生渴望接受模型方法教学,认为模型方法有助于学习化学知识;当前许多学生对于化学概念的学习还处于被动学习的阶段,学习主动性不够,未能形成自主学习观。在调查基础上,结合模型建构步骤以及概念转变策略选取实验班、对照班进行实证对比研究。在实证研究过程中,采取不同的概念暴露方式,探究更适合于实践教学的概念冲突引发方式;在概念形成阶段,运用不同学科知识背景的模型对新模型进行类比、解释和分析,帮助学生建构新概念;在概念应用阶段,透过具体的问题,检验学生概念学习效果;在模型的呈现上采用多媒体辅助教学以及动静态结合方式呈现模型;通过自制模型让学生直观感受到模型的建构,并增加师生交流机会,以防止学生受到模型的束缚;通过实证研究,其结果表明在化学概念教学中使用模型方法进行教学的实验班成绩明显优于对照班,说明在高中化学教学中使用模型方法有助于学生建构化学概念,减少概念的错误理解,从而实现化学概念转变。
[Abstract]:As an important part of scientific method education, model method is often used in chemistry teaching, and the study of chemistry concept is the focus of students' study. Because of the students' existing experience, there are differences in cognitive level, which leads to different understanding and even wrong understanding of chemical concepts. The method of model is used to teach the concept of chemistry, to show the characteristics, laws and properties of the substance itself, to reduce the difficulties existing in the students' conceptual learning by using the intuitionism of the model, and to change the students' misunderstandings of the concept. Then realize the concept change. In this paper, Hechuan Middle School as a sample, chemistry teachers and high school students conducted a questionnaire survey. Using the Self-designed questionnaire (teacher questionnaire) and the questionnaire (Student questionnaire) of the Model based approach for Senior High School students' Chemistry Conceptual Transformation in Senior High School students; and < Model based empirical Research questionnaire for High School students' Chemistry Conceptual Transformation in High School students (Student questionnaire); A questionnaire survey was conducted among 34 teachers in three grades of Hechuan Middle School and 1006 students in three grades of High School. Through the analysis of the survey results, it is found that most teachers think that middle school chemistry teaching needs the guidance of scientific methods, but it is too superficial to understand the meaning of the model, and the function and classification of the model are not comprehensive enough. Lack of a holistic understanding of the model, difficulties in the development of the model approach, most teachers think that the need for adequate teaching media support, while some teachers are not proficient in the use of multimedia, teachers in concept teaching, Many examples are given in life cases; the students' understanding of the model is not deep enough, the concrete manifestation is the understanding of the appearance structure of the model, most students are eager to accept the teaching of the model method, and think that the model method is helpful to the study of chemistry knowledge; At present, many students are still in the passive learning stage of chemistry concept, and their learning initiative is not enough, so they can not form the concept of autonomous learning. On the basis of investigation, the experimental class is selected according to the steps of model construction and conceptual transformation strategy, and the control class is compared with each other. In the process of empirical research, different ways of concept exposure are adopted to explore the concept conflict initiation mode which is more suitable for practical teaching, and in the stage of concept formation, the new model is compared, explained and analyzed by using the model of different subject knowledge background. Help students to construct new concepts; in the stage of concept application, test the effect of students' concept learning through concrete problems; use multimedia assisted teaching and dynamic and static combination to present the model; In order to prevent students from being bound by the model, we can make students feel the construction of the model intuitively through self-made model, and increase the chance of communication between teachers and students. The results show that the results of the experimental class with model method in chemistry concept teaching are obviously better than those of the control class. It shows that the use of model method in chemistry teaching in senior high school can help students to construct chemistry concept and reduce the misunderstandings of the concept. In order to realize the transformation of chemical concept.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2144377
[Abstract]:As an important part of scientific method education, model method is often used in chemistry teaching, and the study of chemistry concept is the focus of students' study. Because of the students' existing experience, there are differences in cognitive level, which leads to different understanding and even wrong understanding of chemical concepts. The method of model is used to teach the concept of chemistry, to show the characteristics, laws and properties of the substance itself, to reduce the difficulties existing in the students' conceptual learning by using the intuitionism of the model, and to change the students' misunderstandings of the concept. Then realize the concept change. In this paper, Hechuan Middle School as a sample, chemistry teachers and high school students conducted a questionnaire survey. Using the Self-designed questionnaire (teacher questionnaire) and the questionnaire (Student questionnaire) of the Model based approach for Senior High School students' Chemistry Conceptual Transformation in Senior High School students; and < Model based empirical Research questionnaire for High School students' Chemistry Conceptual Transformation in High School students (Student questionnaire); A questionnaire survey was conducted among 34 teachers in three grades of Hechuan Middle School and 1006 students in three grades of High School. Through the analysis of the survey results, it is found that most teachers think that middle school chemistry teaching needs the guidance of scientific methods, but it is too superficial to understand the meaning of the model, and the function and classification of the model are not comprehensive enough. Lack of a holistic understanding of the model, difficulties in the development of the model approach, most teachers think that the need for adequate teaching media support, while some teachers are not proficient in the use of multimedia, teachers in concept teaching, Many examples are given in life cases; the students' understanding of the model is not deep enough, the concrete manifestation is the understanding of the appearance structure of the model, most students are eager to accept the teaching of the model method, and think that the model method is helpful to the study of chemistry knowledge; At present, many students are still in the passive learning stage of chemistry concept, and their learning initiative is not enough, so they can not form the concept of autonomous learning. On the basis of investigation, the experimental class is selected according to the steps of model construction and conceptual transformation strategy, and the control class is compared with each other. In the process of empirical research, different ways of concept exposure are adopted to explore the concept conflict initiation mode which is more suitable for practical teaching, and in the stage of concept formation, the new model is compared, explained and analyzed by using the model of different subject knowledge background. Help students to construct new concepts; in the stage of concept application, test the effect of students' concept learning through concrete problems; use multimedia assisted teaching and dynamic and static combination to present the model; In order to prevent students from being bound by the model, we can make students feel the construction of the model intuitively through self-made model, and increase the chance of communication between teachers and students. The results show that the results of the experimental class with model method in chemistry concept teaching are obviously better than those of the control class. It shows that the use of model method in chemistry teaching in senior high school can help students to construct chemistry concept and reduce the misunderstandings of the concept. In order to realize the transformation of chemical concept.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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