初中基于“宏观—微观—符号”三重表征的教学设计及实践研究
发布时间：2019-03-01 11:41
【摘要】：初中阶段是形成化学思维的重要阶段,但是国内对于初中生化学学习的研究较为缺乏。初中教学中的教学设计对学生的学习而言尤为重要,因而需要适合学生思维的教学设计。由于自身的特点,初中生对于直观的宏观表征易于接受；微观表征则由于其抽象性难于想象和理解；化学符号作为化学特有的语言,大多初中生仅限于识记,无法理解符号所表示的意义,因而造成了化学难的化学惧怕心理,也为教师的教学提出了挑战,为此本研究力图找到更为适合初中生的教学设计,增加学生对化学的学习兴趣,易化学生对于化学知识的理解。基于学生头脑中形成的这三种表征方式,三者并不是相互独立的,也是不可割裂进行理解的,因而将三者进行结合,形成三重表征的思维方法。这种方法以符号为载体联系其宏观和微观意义进行理解,通过符号对实验现象进行化学语言的描述,运用微观表征对宏观现象产生的原因进行解释,从不同角度进行学习,更为全面的看待化学知识。国外对于三重表征研究起步较早,我国对于三重表征研究大多集中于现状调查,对于如何融入教学设计中的研究较少,而且对初中生关注度较低。本研究在三重表征理论的基础上进行教学设计,选取了初中两个没有显著性差异的班级,控制班运用注重识记的传统教学设计,实验班通过三重表征教学设计培养学生,经一个阶段的对照教学后运用双层式问卷对学生的三重表征水平以及表征知识类型进行测查。研究发现：三重表征思维的形成有助于初中生理解与掌握化学知识；初中生对不同表征方式的能力不同；通过实施三重表征的教学设计可以引导学生,使之拥有三重表征的化学学习思维,促进化学的学习,三重表征的教学设计对学生而言是有效的。对于初中化学的教学设计,建议运用三种表征相结合的方法,使用类比、模型、动画等可视化手段使微观知识宏观化；将符号作为载体,强调化学符号的宏观与微观意义,引导学生全面认识；注重小组合作实验,将观察到的实验现象转化为化学符号进行描述,结合微观模型理解反应本质。本研究运用不同教学设计教学后使用双层式问卷测查初中生三重表征水平,从而探究三重表征教学设计对学生的影响,为教学设计提供了思路和具体的设计方法,引导学生运用三重表征的化学思维思考问题,建构自己的知识网络。
[Abstract]:Junior middle school is an important stage of forming chemical thinking, but there is a lack of research on chemistry learning of junior middle school students in China. Teaching design in junior middle school teaching is very important for students' study, so it needs teaching design suitable for students' thinking. Because of their own characteristics, junior high school students are easy to accept for intuitive macro-representation, and micro-representation is difficult to imagine and understand because of its abstractness. As a special language of chemistry, most of the junior high school students are limited to memorization and can't understand the meaning expressed by the symbol, which causes the chemical fear of chemistry difficult, and also poses a challenge to the teaching of teachers. Therefore, this study tries to find a more suitable teaching design for junior high school students, increase students' interest in chemistry learning, and facilitate students' understanding of chemistry knowledge. Based on the three representations formed in the mind of the students, the three are not independent of each other and can not be understood separately, so they are combined to form a thinking method of triple representation. This method uses symbols as carriers to understand its macro-and micro-meanings, describes the experimental phenomena in chemical language through symbols, explains the causes of macro-phenomena by means of micro-representations, and learns from different perspectives. Take a more comprehensive view of chemistry. In foreign countries, the research on triple representation started early. In our country, the research on triple representation is mostly focused on the present situation, and the research on how to integrate into teaching design is less, and the attention to junior high school students is low. This research carries on the teaching design on the basis of the triple representation theory, selects the junior middle school two classes which have no significant difference, the control class uses the traditional teaching design which pays attention to the memorization, the experimental class trains the student through the triple representation teaching design, After one stage of contrast teaching, a double-level questionnaire was used to measure the students' level of triple representation and the type of representation knowledge. It is found that the formation of triple representation thinking is helpful for junior middle school students to understand and master chemical knowledge, and the ability of junior middle school students to different representation styles is different. By implementing the teaching design of triple representation, students can be guided to have the thought of chemistry learning with triple representation and to promote chemistry learning. The teaching design of triple representation is effective for students. For the teaching design of chemistry in junior middle school, it is suggested that the micro-knowledge should be macroscopized by means of analogy, model, animation and so on. Taking the symbol as the carrier, emphasizing the macro-and micro-significance of the chemical symbol, guiding the students to fully understand, paying attention to the group cooperation experiment, transforming the observed experimental phenomenon into the chemical symbol for description, combining the micro-model to understand the nature of the reaction. In this study, two-level questionnaire was used to measure the level of triple representation of junior high school students after teaching with different instructional design, so as to explore the influence of triple representation teaching design on students, and provide ideas and concrete design methods for teaching design. Guide students to use triple representation of chemical thinking to think, construct their own knowledge network.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
本文编号：2432392
[Abstract]:Junior middle school is an important stage of forming chemical thinking, but there is a lack of research on chemistry learning of junior middle school students in China. Teaching design in junior middle school teaching is very important for students' study, so it needs teaching design suitable for students' thinking. Because of their own characteristics, junior high school students are easy to accept for intuitive macro-representation, and micro-representation is difficult to imagine and understand because of its abstractness. As a special language of chemistry, most of the junior high school students are limited to memorization and can't understand the meaning expressed by the symbol, which causes the chemical fear of chemistry difficult, and also poses a challenge to the teaching of teachers. Therefore, this study tries to find a more suitable teaching design for junior high school students, increase students' interest in chemistry learning, and facilitate students' understanding of chemistry knowledge. Based on the three representations formed in the mind of the students, the three are not independent of each other and can not be understood separately, so they are combined to form a thinking method of triple representation. This method uses symbols as carriers to understand its macro-and micro-meanings, describes the experimental phenomena in chemical language through symbols, explains the causes of macro-phenomena by means of micro-representations, and learns from different perspectives. Take a more comprehensive view of chemistry. In foreign countries, the research on triple representation started early. In our country, the research on triple representation is mostly focused on the present situation, and the research on how to integrate into teaching design is less, and the attention to junior high school students is low. This research carries on the teaching design on the basis of the triple representation theory, selects the junior middle school two classes which have no significant difference, the control class uses the traditional teaching design which pays attention to the memorization, the experimental class trains the student through the triple representation teaching design, After one stage of contrast teaching, a double-level questionnaire was used to measure the students' level of triple representation and the type of representation knowledge. It is found that the formation of triple representation thinking is helpful for junior middle school students to understand and master chemical knowledge, and the ability of junior middle school students to different representation styles is different. By implementing the teaching design of triple representation, students can be guided to have the thought of chemistry learning with triple representation and to promote chemistry learning. The teaching design of triple representation is effective for students. For the teaching design of chemistry in junior middle school, it is suggested that the micro-knowledge should be macroscopized by means of analogy, model, animation and so on. Taking the symbol as the carrier, emphasizing the macro-and micro-significance of the chemical symbol, guiding the students to fully understand, paying attention to the group cooperation experiment, transforming the observed experimental phenomenon into the chemical symbol for description, combining the micro-model to understand the nature of the reaction. In this study, two-level questionnaire was used to measure the level of triple representation of junior high school students after teaching with different instructional design, so as to explore the influence of triple representation teaching design on students, and provide ideas and concrete design methods for teaching design. Guide students to use triple representation of chemical thinking to think, construct their own knowledge network.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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