问题式学习在高一化学教学中的应用研究
发布时间：2018-08-01 08:10
【摘要】：问题式学习对学生自主建构化学基础知识,发展学生智能,培养学生认知思维和合作能力,有效促进学生化学知识结构化,提高学生探究问题和自主学习的能力,加强学生环保意识、资源意识等具有重要意义。其正好与基础教育课程改革目标相符,受到教学工作者的广泛关注。因此,本文尝试对问题式学习进行探讨,并在高一化学教学中进行实践研究。在理论研究方面,本文主要对问题以及问题式学习等概念进行了界定,介绍了问题式学习的主要流程,概述了国内外问题式学习的研究现状,并阐述了建构主义观点、多元智能理论等相关理论基础。在课堂实践方面,本文将昆明市某中学两个化学成绩无显著性差异的班级作为研究对象,以人教版化学1元素化合物部分内容为载体,在实验班采用问题式学习,在对照班采用传统教学模式进行实践研究。通过教师课堂观察、学生课后反思、问卷调查等多种评价方式发现:问题式学习有利于提升学生的学习兴趣,增强学生的自主学习意识和合作学习意识,能帮助学生学会运用所学化学知识,使学生在解决生活实际问题的过程中感受到化学学科的价值所在。通过对比实验班和对照班的化学成绩发现:在针对采用问题式学习进行实践部分内容的测试中,实验班化学成绩比对照班化学成绩平均分高出5.93分,在期末考试中,实验班化学成绩比对照班化学成绩高出4.78分,可见问题式学习有利于帮助学生理解知识进而提升化学成绩。通过对实验班教学方式转换前后的化学成绩作箱线图,并对其进行比较发现:使用问题式学习教学方式之后学生成绩较为收敛,可见问题式学习教学方式在一定程度上能减轻学生化学成绩两极分化。
[Abstract]:Problem learning can help students to construct basic knowledge of chemistry independently, develop students' intelligence, cultivate students' cognitive thinking and cooperative ability, effectively promote students' chemistry knowledge structure, and improve students' ability to explore problems and learn independently. It is of great significance to strengthen students' awareness of environmental protection and resources. It is in line with the goal of the basic education curriculum reform, and is widely concerned by the teaching staff. Therefore, this paper attempts to explore the problem learning, and carries on the practice research in the high school chemistry teaching. In the aspect of theoretical research, this paper mainly defines the concepts of problem and question learning, introduces the main flow of problem learning, summarizes the current research situation of problem learning at home and abroad, and expounds the constructivism viewpoint. Multiple intelligences theory and other related theoretical basis. In the aspect of classroom practice, this paper takes two classes in a middle school in Kunming as the object of study, and takes the part of chemical element compound of human education version as the carrier, and adopts question learning in the experimental class. The traditional teaching mode is adopted in the control class to carry on the practice research. Through teachers' classroom observation, students' reflection after class, questionnaire survey and other evaluation methods, it is found that problem-based learning is conducive to enhancing students' interest in learning, enhancing students' consciousness of autonomous learning and cooperative learning. It can help students learn to use the chemistry knowledge and make students feel the value of chemistry in the process of solving practical problems in life. By comparing the chemical scores of the experimental class and the control class, it is found that the chemical score of the experimental class is 5.93 points higher than that of the control class in the test of the content of the practical part of the experiment class. In the final examination, the chemical score of the experimental class is 5.93 points higher than that of the control class. The chemistry score of the experimental class was 4.78 points higher than that of the control class. By making a box diagram of the chemical scores before and after the change of the teaching methods of the experimental class, and comparing them with each other, it is found that the students' results are convergent after the use of the problem-style teaching method. It can be seen that the teaching method of question learning can reduce the polarization of students' chemistry achievement to a certain extent.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
[Abstract]:Problem learning can help students to construct basic knowledge of chemistry independently, develop students' intelligence, cultivate students' cognitive thinking and cooperative ability, effectively promote students' chemistry knowledge structure, and improve students' ability to explore problems and learn independently. It is of great significance to strengthen students' awareness of environmental protection and resources. It is in line with the goal of the basic education curriculum reform, and is widely concerned by the teaching staff. Therefore, this paper attempts to explore the problem learning, and carries on the practice research in the high school chemistry teaching. In the aspect of theoretical research, this paper mainly defines the concepts of problem and question learning, introduces the main flow of problem learning, summarizes the current research situation of problem learning at home and abroad, and expounds the constructivism viewpoint. Multiple intelligences theory and other related theoretical basis. In the aspect of classroom practice, this paper takes two classes in a middle school in Kunming as the object of study, and takes the part of chemical element compound of human education version as the carrier, and adopts question learning in the experimental class. The traditional teaching mode is adopted in the control class to carry on the practice research. Through teachers' classroom observation, students' reflection after class, questionnaire survey and other evaluation methods, it is found that problem-based learning is conducive to enhancing students' interest in learning, enhancing students' consciousness of autonomous learning and cooperative learning. It can help students learn to use the chemistry knowledge and make students feel the value of chemistry in the process of solving practical problems in life. By comparing the chemical scores of the experimental class and the control class, it is found that the chemical score of the experimental class is 5.93 points higher than that of the control class in the test of the content of the practical part of the experiment class. In the final examination, the chemical score of the experimental class is 5.93 points higher than that of the control class. The chemistry score of the experimental class was 4.78 points higher than that of the control class. By making a box diagram of the chemical scores before and after the change of the teaching methods of the experimental class, and comparing them with each other, it is found that the students' results are convergent after the use of the problem-style teaching method. It can be seen that the teaching method of question learning can reduce the polarization of students' chemistry achievement to a certain extent.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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