高一化学必修1中“氧化还原反应”的学习现状调查与教学策略研究
发布时间：2018-08-31 08:20
【摘要】：氧化还原反应知识的教学是高中化学概念理论教学中的重要组成部分。它贯穿着中学化学教学的始终,是学生后续有效学习元素及其化合物、离子反应、电化学等知识的重要工具。该知识体系涉及的基本概念较多,各概念具有一定的抽象性和辩证性。刚入学的高一学生知识水平有限,且用抽象的逻辑思维学习抽象性和辩证性知识的学习经历较少,对氧化还原反应知识的学习具有一定的难度。因此本文对化学必修1中氧化还原反应知识进行教学研究,探查学生该部分内容学习中的问题所在,并提出解决问题的有效教学方案,提高教学效果。研究主要从以下几方面进行:第一,对一线化学教师进行问卷调查,了解教师对氧化还原反知识体系的认识以及学生在必修1氧化还原反应知识学习中普遍存在的问题,以便从宏观角度认识学生对该部分内容的理解与掌握情况。第二,收集学生化学必修1中氧化还原反应的课后习题作业,对学生作业答题情况进行分析归纳,验证学生在该部分内容学习中的问题所在。调查得出学生在氧化还原反应知识体系中突出的学习问题主要表现在对以下几方面:化合价的准确标注;电子转移方向与数目的表示方法;方程式的书写与配平;常见的氧化剂与还原剂;反应的一般规律及氧化性、还原性的强弱规律、反应的定量计算。第三,利用SOLO分类评价理论对学生作业中各题的考查内容进行评价分析,确定学生解题中所达到的思维认知水平。利用传统的百分制评价法与访谈法有机结合起来对学生作业易错点进行深入分析,探查学生学习问题存在的主要原因,并提出解决问题的教学建议。第四,在相应教育理论的指导下,根据上述提出的教学建议和问题形成的原因,制定行之有效的教学设计。第五,将制定的教学设计实施于两个实习班级的氧化还原反应课堂教学中,再将同样的氧化还原反应课后练习作业发放给两个授课班级的学生进行作答,最后量化对照班和教学策略实施班学生的作业数据,通过数据的对比分析,以验证教学设计的有效性,检验所制定的教学设计是否对学生在必修1氧化还原反应学习过程中普遍存在的问题起到了改善的作用。
[Abstract]:The teaching of redox reaction knowledge is an important part of chemistry concept theory teaching in senior high school. It runs through the middle school chemistry teaching all the time, and is an important tool for students to learn the elements and their compounds, ion reaction, electrochemistry and so on. This knowledge system involves many basic concepts, and each concept is abstract and dialectical. It is difficult for the freshmen to study the redox reaction knowledge because of their limited knowledge level and less experience of learning abstract and dialectical knowledge by abstract logical thinking. Therefore, this paper studies the redox reaction knowledge in chemistry compulsory course 1, probes into the problems in students' learning of this part of the content, and puts forward an effective teaching plan to solve the problems, so as to improve the teaching effect. The research is mainly carried out in the following aspects: first, questionnaire survey is carried out on first-line chemistry teachers to understand their understanding of redox reverse knowledge system and the common problems of students in the learning of required 1 redox knowledge. In order to understand the understanding and grasp of this part of the content from the macro point of view. Second, collect the homework of redox reaction in the required 1 of chemistry, analyze and sum up the situation of the students' homework, and verify the problems of the students in the study of this part of the content. The investigation shows that the outstanding learning problems of students in the redox reaction knowledge system are mainly shown in the following aspects: accurate labeling of valence, expression of the direction and number of electron transfer, writing and balancing of equations; Common oxidant and reducing agent, general law of reaction and oxidation, law of intensity and weakness of reductivity, quantitative calculation of reaction. Thirdly, using the theory of SOLO classification evaluation, this paper evaluates and analyzes the contents of each question in the students' homework, and determines the level of thinking and cognition achieved by the students in solving the problems. By combining the traditional percentile evaluation method with interview method, this paper makes a deep analysis of the error-prone points of students' homework, probes into the main causes of students' learning problems, and puts forward some teaching suggestions to solve the problems. Fourthly, under the guidance of the corresponding educational theory, according to the teaching suggestions and the causes of the problems, the effective teaching design is formulated. Fifthly, the designed teaching design will be implemented in the redox reaction classroom teaching of the two practical classes, and then the same redox reaction exercises will be distributed to the students of the two classes to answer the questions. Finally, the students' homework data of the control class and the teaching strategy implementation class are quantified, and the validity of the teaching design is verified by the comparison and analysis of the data. Whether the teaching design made by the test can improve the common problems in the learning process of compulsory 1 redox reaction.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2214429
[Abstract]:The teaching of redox reaction knowledge is an important part of chemistry concept theory teaching in senior high school. It runs through the middle school chemistry teaching all the time, and is an important tool for students to learn the elements and their compounds, ion reaction, electrochemistry and so on. This knowledge system involves many basic concepts, and each concept is abstract and dialectical. It is difficult for the freshmen to study the redox reaction knowledge because of their limited knowledge level and less experience of learning abstract and dialectical knowledge by abstract logical thinking. Therefore, this paper studies the redox reaction knowledge in chemistry compulsory course 1, probes into the problems in students' learning of this part of the content, and puts forward an effective teaching plan to solve the problems, so as to improve the teaching effect. The research is mainly carried out in the following aspects: first, questionnaire survey is carried out on first-line chemistry teachers to understand their understanding of redox reverse knowledge system and the common problems of students in the learning of required 1 redox knowledge. In order to understand the understanding and grasp of this part of the content from the macro point of view. Second, collect the homework of redox reaction in the required 1 of chemistry, analyze and sum up the situation of the students' homework, and verify the problems of the students in the study of this part of the content. The investigation shows that the outstanding learning problems of students in the redox reaction knowledge system are mainly shown in the following aspects: accurate labeling of valence, expression of the direction and number of electron transfer, writing and balancing of equations; Common oxidant and reducing agent, general law of reaction and oxidation, law of intensity and weakness of reductivity, quantitative calculation of reaction. Thirdly, using the theory of SOLO classification evaluation, this paper evaluates and analyzes the contents of each question in the students' homework, and determines the level of thinking and cognition achieved by the students in solving the problems. By combining the traditional percentile evaluation method with interview method, this paper makes a deep analysis of the error-prone points of students' homework, probes into the main causes of students' learning problems, and puts forward some teaching suggestions to solve the problems. Fourthly, under the guidance of the corresponding educational theory, according to the teaching suggestions and the causes of the problems, the effective teaching design is formulated. Fifthly, the designed teaching design will be implemented in the redox reaction classroom teaching of the two practical classes, and then the same redox reaction exercises will be distributed to the students of the two classes to answer the questions. Finally, the students' homework data of the control class and the teaching strategy implementation class are quantified, and the validity of the teaching design is verified by the comparison and analysis of the data. Whether the teaching design made by the test can improve the common problems in the learning process of compulsory 1 redox reaction.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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