“盐类的水解”专题复习中概念转变的教学研究

发布时间：2018-12-16 14:37

【摘要】：正是因为“盐类的水解”专题中概念的重要教学价值,正是因为学生直至高三在该专题的学习中仍旧存在大量的迷思概念,所以选取“盐类的水解”这一专题进行教学理论方面的研究非常有必要。梳理高三学生在“盐类的水解”专题复习中存在的迷思概念及其产生原因,搜寻有利于概念转变的可行性教学策略,以期为广大教师在概念专题复习中提供科学的教学理论参考。本论文在对建构主义、概念转变文献综述的基础上,探讨了“盐类的水解”专题在教学过程中的地位和作用,对该专题的具体教学内容进行了认真分析,对其所承载的知识价值和基本观念进行了理论探索。针对高三复习课应“让学生的知识迁移应用能力上升到一个新的层次”这一要求,以“盐类水解的原理”、“水解平衡的影响因素”、“溶液中微粒的比较”、“电离、水解的综合应用”四个维度为载体编制了 10道前测试题,选取某四星级高中的两个高三平行班学生进行测试,然后实验班采用“概念转变理论”的相关教学策略进行复习,对照班则采用过去传统的复习方法来进行学习,最后通过后测来分析两个班级学生对知识掌握情况的变化。实践研究得出的结论是:(1)通过前测试题,得出:高三学生在“盐类的水解”专题中仍存在大量的迷思概念,可见迷思概念的隐蔽性和顽固性。所以高三教师在化学概念复习前进行探查和研究是必须的。(2)通过对参与实验的两个班级前、后测数据的比照,得出了采用“概念转变理论”的“认知冲突”教学策略、“类比”教学策略等能够有效地促进“盐类的水解”专题复习课的教学,促进了学生高阶思维水平的提升,能够有效帮助学生运用“微粒观”的方法论来解决问题。
[Abstract]:It is precisely because of the important teaching value of the concept in the topic "Hydrolysis of Salt", and because students still have a large number of misconceptions in the study of this topic until the third year of senior high school. Therefore, it is necessary to select the topic of hydrolysis of salts for the study of teaching theory. Combing the myth concept and its causes in the review of the topic of "Hydrolysis of Salt" for the third grade students, and searching for the feasible teaching strategy which is beneficial to the concept transformation. In order to provide a scientific reference for teachers in the review of concept topics. Based on the literature review of constructivism and conceptual transformation, this paper discusses the status and function of the topic of "hydrolysis of salts" in the teaching process, and makes a careful analysis of the specific teaching contents of the topic. The knowledge value and basic concept are explored theoretically. In view of the requirement that the students' ability of knowledge transfer and application should be raised to a new level in the review course of Senior 3, the principle of salt hydrolysis, the factors influencing the balance of hydrolysis, the comparison of particles in solution, the ionization, The comprehensive application of hydrolysis "four dimensions as the carrier compiled 10 pre-test questions, selected two senior high school students in a four-star high school parallel class to test, and then the experimental class using the" concept change theory "of the relevant teaching strategies to review. The control class uses the traditional review method to study, and finally analyzes the change of the students' knowledge mastery through the post-test. The conclusions of the practical research are as follows: (1) through the pre-test questions, it is concluded that there are still a large number of myth concepts in the topic of "Hydrolysis of Salt", which shows the concealment and obstinacy of the myth concept. Therefore, it is necessary for the third grade teachers to explore and study the chemistry concept before reviewing. (2) by comparing the data of the two classes involved in the experiment, a teaching strategy of "cognitive conflict" using the "concept transformation theory" is obtained. The teaching strategy of "analogy" can effectively promote the teaching of "hydrolysis of salt", promote the improvement of students' higher level of thinking, and help students to solve problems by using the methodology of "particle view".
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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