“物质构成的奥秘”的认知难点的调查及有效教学策略
发布时间：2018-09-07 16:10
【摘要】：化学是一门在分子、原子水平上研究物质的组成、结构、性质及其变化规律的自然科学。在新课改理念的指导下,教师在实际教学过程中更加注重学生化学观的培养。而物质的宏观变化是由物质微观上的结构决定的,因此我们有必要研究“物质构成的奥秘”来解释其宏观变化的实质。“微粒观”是培养学生学习化学的重要观念,因此很有必要对九年级学生在微粒观的形成过程中所出现的问题进行研究。在调查过程中,以2012版人民教育出版社的九年级化学教材的第三章“物质构成的奥秘”为例,调查分析了学优生、学中生和学困生三类学生对“物质构成的奥秘”这一章节在基础性、次高级性和高级性知识的认知水平的差异,发现这三类学生对基础性和次高级性的知识都有很好的认知水平。学优生对高级性的认知水平也能达到“理解”、“解释”、“说明”、“区分”的认知水平;而学中生和学困生对于高级性知识只能做到“知道”、“了解”、“找出”、“能表示”的较低的认知水平,对于“理解”的认知还有一定的困难。究其原因主要是这两类学生不能在学习该章节时找到适合自己的学习方法,树立相应的化学“微粒观”。通过对学生认知难点的调查和教师的访谈,依据化学学科的特点提出了教学策略并设计了符合学生认知规律的教学设计。在实际教学过程中,通过采取多种原则,逐一侦破“物质构成的奥秘”章节中的基本概念、化学用语及化学计算等难点,使知识难点分散开来,便于学生的吸收和接纳;注重多种教学策略灵活运用,真正做到因材施教,设计较好的教学设计。
[Abstract]:Chemistry is a natural science that studies the composition, structure, properties and changes of matter at the molecular and atomic levels. Under the guidance of the new curriculum reform idea, teachers pay more attention to the cultivation of students' view of chemistry in the course of practical teaching. However, the macroscopic change of matter is determined by the microstructure of matter, so it is necessary to study the mystery of material composition to explain the essence of its macroscopic change. "particulate concept" is an important concept to cultivate students' learning chemistry, so it is necessary to study the problems that appear in the formation of particle view of ninth grade students. In the course of the investigation, taking the third chapter "the Mystery of material composition" of the ninth grade chemistry textbook of the people's Education Publishing House of 2012 edition as an example, the investigation and analysis of the excellent students are made. The differences in the cognitive level of basic, secondary and advanced knowledge between the students of secondary school and those with learning difficulties in the chapter "the Mystery of material formation", It is found that these three types of students have good cognitive level of basic and sub-advanced knowledge. The cognitive level of "understanding", "explanation", "explanation" and "distinction" can also be achieved by gifted students, while students with high learning and learning difficulties can only "know", "understand" and "find out" about advanced knowledge. The lower cognitive level of being able to express, there are still some difficulties in the cognition of understanding. The main reason is that these two kinds of students can not find their own learning methods when studying this chapter, and set up the corresponding "particle view" of chemistry. Based on the investigation of students' cognitive difficulties and the interview of teachers, this paper puts forward teaching strategies according to the characteristics of chemistry and designs the teaching design that accords with the students' cognitive law. In the course of practical teaching, by adopting a variety of principles, the basic concepts, chemical terms and chemical calculation in the chapter of "the Mystery of material composition" are solved one by one, so that the difficult points of knowledge are scattered and easy for students to absorb and accept. Pay attention to the flexible use of various teaching strategies, truly achieve teaching according to their aptitude, design better teaching design.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
本文编号：2228751
[Abstract]:Chemistry is a natural science that studies the composition, structure, properties and changes of matter at the molecular and atomic levels. Under the guidance of the new curriculum reform idea, teachers pay more attention to the cultivation of students' view of chemistry in the course of practical teaching. However, the macroscopic change of matter is determined by the microstructure of matter, so it is necessary to study the mystery of material composition to explain the essence of its macroscopic change. "particulate concept" is an important concept to cultivate students' learning chemistry, so it is necessary to study the problems that appear in the formation of particle view of ninth grade students. In the course of the investigation, taking the third chapter "the Mystery of material composition" of the ninth grade chemistry textbook of the people's Education Publishing House of 2012 edition as an example, the investigation and analysis of the excellent students are made. The differences in the cognitive level of basic, secondary and advanced knowledge between the students of secondary school and those with learning difficulties in the chapter "the Mystery of material formation", It is found that these three types of students have good cognitive level of basic and sub-advanced knowledge. The cognitive level of "understanding", "explanation", "explanation" and "distinction" can also be achieved by gifted students, while students with high learning and learning difficulties can only "know", "understand" and "find out" about advanced knowledge. The lower cognitive level of being able to express, there are still some difficulties in the cognition of understanding. The main reason is that these two kinds of students can not find their own learning methods when studying this chapter, and set up the corresponding "particle view" of chemistry. Based on the investigation of students' cognitive difficulties and the interview of teachers, this paper puts forward teaching strategies according to the characteristics of chemistry and designs the teaching design that accords with the students' cognitive law. In the course of practical teaching, by adopting a variety of principles, the basic concepts, chemical terms and chemical calculation in the chapter of "the Mystery of material composition" are solved one by one, so that the difficult points of knowledge are scattered and easy for students to absorb and accept. Pay attention to the flexible use of various teaching strategies, truly achieve teaching according to their aptitude, design better teaching design.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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