基于KWL模式培养学生化学提问能力的实践研究

发布时间：2018-11-01 11:19

【摘要】：通过化学课堂来培养学生提问能力的研究得到越来越多的关注,但目前对课堂实践的研究主要侧重于教师的提问,对课堂学生提问情况的研究比较少,缺乏系统的调查研究。笔者以此为切入点,进行本课题的研究。第一部分就学生提问背景和意义进行深入分析,根据学生提问背景来确定研究内容和目标,通过文献综述法、教育实验法、问卷调查法、个案研究法和访谈法分析KWL模式应用于化学课堂的优势与不足。第二部分对相关概念进行界定,阐述了KWL模式和提问能力的研究现状以及理论基础。包括建构主义理论,最近发展区理论,启发式教学,为该研究课题提供教学理论基础。第三部分主要是对学生提问能力的现状进行调查,根据调查结果分析得出:1)学生对化学学习兴趣不高,学生缺乏主动提问意识;2)学生语言表达能力差,遇到问题不知道如何表达;3)学生提出的问题的来源较为单一,主要来源于课堂不能理解的知识等等。第四部分是教学实践研究,根据KWL模式的实施原则及程序,从普通高中化学1(人教版)教科书第三、四章中选择部分课题开展KWL模式的教学设计及实践研究。第五部分对实施结果进行分析。在本实验中,KWL模式教学取得了较理想的效果。KWL模式教学激发了学生的学习兴趣,学生的提问能力及水平都有所提高。同时探讨了实验中出现的问题,并提出优化KWL模式教学的有效对策。
[Abstract]:More and more attention has been paid to the cultivation of students' questioning ability through chemistry classroom. However, the current research on classroom practice is mainly focused on teachers' questions, and the research on classroom students' questioning is less, lacking of systematic investigation and research. The author takes this as the breakthrough point, carries on the research of this subject. The first part analyzes the background and significance of students' questioning deeply, determines the research content and goal according to the background of students' questioning, through literature review method, educational experiment method, questionnaire method, Case study and interview are used to analyze the advantages and disadvantages of KWL model in chemistry classroom. The second part defines the related concepts and expounds the research status and theoretical basis of the KWL model and the ability to ask questions. It includes constructivism theory, proximal development area theory and heuristic teaching. The third part is mainly to investigate the current situation of students' ability to ask questions. According to the analysis of the survey results, the following conclusions are drawn: 1) students' interest in chemistry learning is not high, and students lack the consciousness of asking questions actively; 2) the students' language expression ability is poor, they do not know how to express themselves when they encounter a problem, 3) the students' questions come from a single source, mainly from the knowledge that cannot be understood in the classroom, and so on. The fourth part is the teaching practice research, according to the implementation principle and procedure of the KWL model, from the general senior high school chemistry 1 (personal education edition) textbook the third, the fourth chapter selects part of the topic to carry on the KWL pattern teaching design and the practice research. The fifth part analyzes the implementation results. In this experiment, KWL mode teaching has achieved better results. KWL mode teaching has aroused students' interest in learning, and the students' ability and level of questioning have been improved. At the same time, the problems in the experiment are discussed, and the effective countermeasures to optimize the KWL mode teaching are put forward.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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