高中元素化合物知识的教学策略研究
发布时间：2018-12-15 00:58
【摘要】：元素化合物是中学化学教学内容的重要组成部分,约占中学化学教学内容的60%。元素化合物知识的学习,能够为现代生活、学习、生产和科研提供必需的基础知识。元素化合物的教学过程,可以渗透STSE教育,能够引领学生关注生活当中与化学有关的问题,引导学生正确的认识科学、技术、环境、社会的关系,提高学生的科学素养,逐步形成可持续发展的思想。另外,元素化合物知识的学习是培养和提升学生化学学科能力的有效方式,能够帮助学生更好地理解化学基本概念和基本理论,从而为学生的迁移能力的培养奠定基础。然而由于新课程标准实验教科书突出强调了元素化合物知识在生产生活中的应用,却减弱了族的概念,导致了课本编排不成体系,因此在知识的系统性方面存在着一定的缺陷。再加上在教学过程中,很多教师只注重知识的传授,不注重学习方法的指导、前后知识的衔接,并且不注重实验教学,以上种种原因导致了学生在学习元素化合物时基础知识掌握地不牢固、不全面,知识点不能够网络化,进而更谈不上知识的综合运用来解决实际问题。如何找到合适的教学策略提高元素化合物的教学效率,这就是本文要解决的问题。本文使用的研究方法以行动研究法为主,同时也运用了文献法、问卷调查法、访谈法等。本文选择了5个针对性的教学策略,初步研究说明这些教学策略是有效的。全文共分五章:第一章是绪论。主要包括:问题的提出、研究的现状、研究的内容和意义、研究的思路和方法。第二章是核心概念和理论基础。包括教学策略的含义及相关的理论基础。第三章是高中化学元素化合物教与学现状的调查。通过问卷调查法、访谈和听课,了解元素化合物教与学现状。第四章是高中化学元素化合物教学策略的选择和应用。首先介绍了选择教学策略的原则,然后选择教学策略。策略一:课前导学案辅助预习的教学策略;策略二:采用多种方式激发学生学习兴趣的教学策略,策略三:与学生已有知识建立联系的教学策略;策略四:实验探究的教学策略,策略五:通过问题引导培养学生自主探究能力的教学策略。并根据教学策略进行教学实验,最后进行结果分析。第五章是结论与反思。
[Abstract]:Element compound is an important part of chemistry teaching content in middle school, which accounts for 60% of chemistry teaching content in middle school. The study of elements and compounds can provide the essential basic knowledge for modern life, study, production and research. The teaching process of elements and compounds can permeate STSE education, lead students to pay attention to the problems related to chemistry in life, guide students to correctly understand the relationship among science, technology, environment and society, and improve students' scientific literacy. Gradually form the idea of sustainable development. In addition, the learning of elemental compound knowledge is an effective way to cultivate and improve students' chemistry ability, which can help students better understand the basic concepts and theories of chemistry, thus laying the foundation for the cultivation of students' transfer ability. However, because the new curriculum standard experimental textbook emphasizes the application of element and compound knowledge in production and life, it weakens the concept of family and leads to the textbook arrangement is not systematic, so there are some defects in the systematic aspect of knowledge. In addition, in the process of teaching, many teachers only pay attention to the teaching of knowledge, not to the guidance of learning methods, the convergence of knowledge before and after, and not to the teaching of experiments. All these reasons lead to the students' basic knowledge is not solid, comprehensive, knowledge points can not be networked, let alone the comprehensive use of knowledge to solve practical problems. How to find appropriate teaching strategies to improve the teaching efficiency of elements and compounds is the problem to be solved in this paper. The research methods used in this paper are action research, literature, questionnaire, interview and so on. In this paper, five teaching strategies are selected, and the preliminary research shows that these teaching strategies are effective. The full text is divided into five chapters: the first chapter is an introduction. It mainly includes: the question, the present situation of the research, the content and the significance of the research, the thought and the method of the research. The second chapter is the core concept and theoretical basis. Including the meaning of teaching strategy and related theoretical basis. The third chapter is the investigation of the present situation of chemical element compound teaching and learning in senior high school. By means of questionnaire, interviews and lectures, the present situation of teaching and learning of elemental compounds was investigated. The fourth chapter is the choice and application of chemical element compound teaching strategy in senior high school. This paper first introduces the principles of choosing teaching strategies, and then chooses teaching strategies. Strategy 1: the teaching strategy of guiding the case before class, the teaching strategy of stimulating the students' interest in learning in many ways, the teaching strategy of establishing the relation with the students' existing knowledge, and the teaching strategy of stimulating the students' interest in learning in many ways; Strategy 4: teaching strategy of experimental inquiry, strategy 5: teaching strategy of cultivating students' ability of independent inquiry through question guidance. And according to the teaching strategy of teaching experiments, the final analysis of the results. Chapter five is conclusion and reflection.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2379642
[Abstract]:Element compound is an important part of chemistry teaching content in middle school, which accounts for 60% of chemistry teaching content in middle school. The study of elements and compounds can provide the essential basic knowledge for modern life, study, production and research. The teaching process of elements and compounds can permeate STSE education, lead students to pay attention to the problems related to chemistry in life, guide students to correctly understand the relationship among science, technology, environment and society, and improve students' scientific literacy. Gradually form the idea of sustainable development. In addition, the learning of elemental compound knowledge is an effective way to cultivate and improve students' chemistry ability, which can help students better understand the basic concepts and theories of chemistry, thus laying the foundation for the cultivation of students' transfer ability. However, because the new curriculum standard experimental textbook emphasizes the application of element and compound knowledge in production and life, it weakens the concept of family and leads to the textbook arrangement is not systematic, so there are some defects in the systematic aspect of knowledge. In addition, in the process of teaching, many teachers only pay attention to the teaching of knowledge, not to the guidance of learning methods, the convergence of knowledge before and after, and not to the teaching of experiments. All these reasons lead to the students' basic knowledge is not solid, comprehensive, knowledge points can not be networked, let alone the comprehensive use of knowledge to solve practical problems. How to find appropriate teaching strategies to improve the teaching efficiency of elements and compounds is the problem to be solved in this paper. The research methods used in this paper are action research, literature, questionnaire, interview and so on. In this paper, five teaching strategies are selected, and the preliminary research shows that these teaching strategies are effective. The full text is divided into five chapters: the first chapter is an introduction. It mainly includes: the question, the present situation of the research, the content and the significance of the research, the thought and the method of the research. The second chapter is the core concept and theoretical basis. Including the meaning of teaching strategy and related theoretical basis. The third chapter is the investigation of the present situation of chemical element compound teaching and learning in senior high school. By means of questionnaire, interviews and lectures, the present situation of teaching and learning of elemental compounds was investigated. The fourth chapter is the choice and application of chemical element compound teaching strategy in senior high school. This paper first introduces the principles of choosing teaching strategies, and then chooses teaching strategies. Strategy 1: the teaching strategy of guiding the case before class, the teaching strategy of stimulating the students' interest in learning in many ways, the teaching strategy of establishing the relation with the students' existing knowledge, and the teaching strategy of stimulating the students' interest in learning in many ways; Strategy 4: teaching strategy of experimental inquiry, strategy 5: teaching strategy of cultivating students' ability of independent inquiry through question guidance. And according to the teaching strategy of teaching experiments, the final analysis of the results. Chapter five is conclusion and reflection.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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