高中化学生成性教学策略研究

发布时间：2019-01-27 13:31

【摘要】：随着新课改的推进,“生成性教学”愈来愈受到一线教师的关注,成为影响课堂质量的重要的实践活动。生成性教学是教师依据学生的实际情况,通过平等的生生、师生的交流活动,进行有价值并超越预设的教学,从而促进师生共同和谐发展的过程。生成性教学是新课程改革所提出的重要理念之一,那么,化学生成性教学有哪些教学策略?本文就此展开研究,在文献综述的基础上,通过问卷调查和对实际课堂案例的分析,并进行化学课堂生成性实践教学进行大胆探究,旨在总结出对一线教师有参考价值的高中化学生成性教学策略。笔者对相关文献的进行整理,归纳出生成性教学的含义和化学生成性教学的特征,并阐述了本研究的理论基础。基于此理论研究,笔者设计问题,对百名化学教师进行问卷和访谈调查,内容包括一线化学教师对生成教学的作用、特征及重要性的基本认识情况,对生成性资源的态度以及课堂中生成性资源的处理方式。通过数据分析,找出一线化学教师课堂生成性教学中存在的问题,然后初步归纳高中化学生成性教学的策略。成功的生成性教学课,必须要有弹性的预设。笔者查阅文献,在教学目标的三种表述模式的基础上,构建了“知识刚性,过程柔性,活动弹性,刚柔结合”的教学目标设计模型。生成性教学策略采用化学课堂观察的研究方法,首先挖掘教学中的生成性片段,其次对这些生成性片段产生的原因从教学策略的角度进行分析,最终探究出7条高中化学生成性教学策略：教学目标弹性化、氛围民主开放化、情境生动趣味化、交流多向多维化、教学素材多样化、新知炼制常态化、干扰资源优势化。并将生成性教学分为目标引领、过程激发、动态生成、反思强化4个阶段,构成了生成性教学的“四阶段七策略”指导模型。最后,笔者将理论研究成果和具体的化学知识结合起来,在理论研究的基础上进行高中化学生成性教学设计,并运用归纳出的策略进行教学,最后对教学实践进行生成性分析,从而判断理论研究成果的有效性。
[Abstract]:With the development of the new curriculum reform, "generative teaching" has been paid more and more attention by teachers, and has become an important practical activity affecting classroom quality. Generative teaching is a process in which teachers, according to the actual situation of students, carry out valuable and transcendent teaching through equal exchange of students and teachers, thus promoting the harmonious development of teachers and students. Generative teaching is one of the important ideas put forward in the new curriculum reform, so what teaching strategies are there in chemistry generative teaching? On the basis of literature review, this paper makes a bold inquiry into the generative practical teaching of chemistry by means of questionnaire survey and analysis of actual classroom cases. The purpose of this paper is to summarize the generative teaching strategies of chemistry in senior high school. The author summarizes the meaning of generative teaching and the characteristics of chemical generative teaching, and expounds the theoretical basis of this study. Based on this theoretical study, the author designed questions, conducted questionnaires and interviews with 100 chemistry teachers, including the basic understanding of the role, characteristics and importance of first-line chemistry teachers in generating teaching. Attitude towards generative resources and the handling of generative resources in class. Through the analysis of data, the problems existing in classroom generative teaching of first-line chemistry teachers are found, and the strategies of generative teaching of chemistry in senior high school are preliminarily summed up. A successful generative teaching course must have flexible presupposition. On the basis of the three expression models of teaching objectives, the author has constructed a teaching objective design model of "knowledge rigidity, flexible process, flexible activity, rigid flexibility". The generative teaching strategy adopts the research method of chemistry classroom observation. Firstly, it excavates the generative fragments in teaching, and then analyzes the causes of these generative fragments from the angle of teaching strategy. Finally, 7 strategies of chemical generative teaching in senior high school are explored: the teaching goal is flexible, the atmosphere is democratic and open, the situation is vivid and interesting, the communication is multi-directional and multidimensional, the teaching material is diversified, the new knowledge refining is regular, and the superiority of resources is disturbed. The generative teaching is divided into four stages: goal leading, process arousal, dynamic generation, reflection and strengthening, which constitute the guidance model of "four stages and seven strategies" of generative teaching. Finally, the author combines the theoretical research results with the specific chemical knowledge, carries on the high school chemistry generative teaching design on the basis of the theoretical research, and uses the inductive strategy to carry on the teaching, finally carries on the generative analysis to the teaching practice. In order to judge the validity of theoretical research results.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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