本文關(guān)鍵詞：高一學(xué)生化學(xué)學(xué)情現(xiàn)狀調(diào)查及對(duì)策研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：對(duì)學(xué)生進(jìn)行學(xué)情分析是新課改的需要、是課堂教學(xué)的需要、也是教學(xué)理論的需要。實(shí)際上“學(xué)情分析”有著豐富的內(nèi)涵與意義,但是大多數(shù)的教師會(huì)去狹義的理解“學(xué)情分析”,比如認(rèn)為學(xué)情分析就是根據(jù)教學(xué)經(jīng)驗(yàn)分析學(xué)生的知識(shí)起點(diǎn)。隨著課程改革的不斷深入,以學(xué)生為中心的理念也不斷的滲透,因此,根據(jù)學(xué)生的學(xué)情進(jìn)行教學(xué)設(shè)計(jì)、改善學(xué)生的學(xué)習(xí)狀況是有必要的。為了更好的了解高一學(xué)生在化學(xué)學(xué)科的學(xué)情現(xiàn)狀,本研究主要采用了自編的化學(xué)學(xué)情調(diào)查問卷對(duì)高一學(xué)生進(jìn)行問卷調(diào)查,并通過數(shù)據(jù)的處理及分析得出了高一學(xué)生化學(xué)學(xué)情的現(xiàn)狀,然后針對(duì)調(diào)查中發(fā)現(xiàn)的問題提出了相應(yīng)的建議。本選題內(nèi)容主要分為五部分：論文的第一章是緒論部分,主要分析課題的研究緣起、研究意義、國(guó)內(nèi)外研究現(xiàn)狀、研究結(jié)構(gòu)和研究方法內(nèi)容。論文的第二章是相關(guān)理論分析部分。包括對(duì)相關(guān)概念的界定、高一化學(xué)教育對(duì)象特點(diǎn)分析、高一化學(xué)教育相關(guān)理論介紹。論文的第三章是對(duì)武漢市中學(xué)高一化學(xué)學(xué)情的調(diào)查實(shí)證研究部分。其中介紹了調(diào)查問卷的設(shè)計(jì)過程、被調(diào)查群體的基本情況、以及對(duì)各個(gè)子量表的數(shù)據(jù)進(jìn)行了陳述與分析。子量表包括化學(xué)學(xué)習(xí)觀,化學(xué)學(xué)習(xí)態(tài)度與狀態(tài)(動(dòng)力),化學(xué)學(xué)習(xí)的自我管理,化學(xué)學(xué)習(xí)方法,化學(xué)考試技能,化學(xué)學(xué)學(xué)習(xí)素質(zhì)、化學(xué)學(xué)習(xí)風(fēng)格、化學(xué)學(xué)習(xí)需求這八個(gè)部分。論文的第四章是教學(xué)的對(duì)策與建議部分,該部分根據(jù)第三章中的數(shù)據(jù)分析,提出了具有針對(duì)性,并且操作性強(qiáng)的合理對(duì)策及教學(xué)建議。論文的第五章是總結(jié)與展望部分,該部分是針對(duì)前幾章的內(nèi)容進(jìn)行總結(jié),并提出論文中的不足之處以及該課題還可繼續(xù)研究的方向。在學(xué)情調(diào)查中發(fā)現(xiàn)的問題主要一下幾個(gè)方面：1、有學(xué)生認(rèn)為工作和生活中不需要相關(guān)的化學(xué)知識(shí)和能力；2、有學(xué)生認(rèn)為化學(xué)學(xué)習(xí)成功的標(biāo)志是在考試中取得高分；3、能為自己的化學(xué)學(xué)習(xí)設(shè)定明確目標(biāo)的學(xué)生數(shù)量較少；4、大多數(shù)學(xué)生會(huì)因?yàn)榍榫w的不好而無法安心學(xué)習(xí),開始學(xué)習(xí)后也無法迅速進(jìn)入狀態(tài)：5、學(xué)生在化學(xué)學(xué)習(xí)時(shí)經(jīng)常馬馬虎虎,不細(xì)心；6、大多數(shù)學(xué)生不會(huì)制定學(xué)習(xí)計(jì)劃；7、學(xué)生完成學(xué)習(xí)任務(wù)的途徑有限；8、只有少數(shù)學(xué)生有預(yù)習(xí)和復(fù)習(xí)習(xí)慣；9、學(xué)生的學(xué)習(xí)技巧運(yùn)用的較少；10、部分學(xué)生對(duì)于化學(xué)成績(jī)的好壞無法正確歸因。根據(jù)這些問題,本研究也從1、端正學(xué)生的學(xué)習(xí)動(dòng)機(jī),形成正確的學(xué)習(xí)觀；2、加強(qiáng)學(xué)生學(xué)習(xí)能力,優(yōu)化學(xué)生的學(xué)習(xí)方法；3、加強(qiáng)教師學(xué)情分析的意識(shí),提高教師學(xué)情分析的能力,三個(gè)方面提出教學(xué)對(duì)策及建議�？傊�,本研究從學(xué)生的學(xué)情出發(fā),對(duì)高一學(xué)生的化學(xué)學(xué)情進(jìn)行了調(diào)查,以期改善高一學(xué)生的化學(xué)學(xué)習(xí)狀況,提高學(xué)習(xí)效率。
[Abstract]:Analysis of the situation of students is the needs of the new curriculum reform, is the needs of classroom teaching, but also teaching theory. In fact "students" with rich connotation and significance, but most of the teachers will go to the narrow understanding of "students", for example, that learning is analyzed according to the teaching experience of affection the starting point of knowledge of the students. With the deepening of the curriculum reform, student centered philosophy also continue to penetrate, therefore, according to the student learning teaching design, improve students' learning situation is necessary. In order to better understand the high school students in chemistry student status, this research mainly adopts the chemical learning situation questionnaire survey of high school students, and the status quo of students'chemistry learning situation through data processing and analysis, and then the problems found in the investigation phase out Should the proposal. This topic is mainly divided into five parts: the first chapter is the introduction part, mainly analysis the research origin, research significance, research status at home and abroad, research structure and research methods. The second chapter is the theoretical analysis part. Including the definition of related concepts, analysis of a high chemical education object characteristics, introduced a chemistry education related theory. The third chapter is the empirical study on the survey part of Wuhan city high school chemistry learning. It introduces the design process of the questionnaire survey, the basic situation of the group, and for each sub scale data were statements and analysis. Sub scales including chemical learning concept, learning attitude and chemical state (power), self management of chemistry learning, chemistry learning methods, chemical examination skills, chemistry learning quality, learning styles, learning needs The eight part of the thesis. The fourth chapter is the countermeasures and suggestions of teaching, according to the part of the third chapter in the data analysis, puts forward some reasonable countermeasures and operation, and strong teaching suggestions. The fifth chapter is the summary and the forecast part, this part is for the first few chapters of the content summary, and put forward the inadequacies of the thesis and the topic can be found in the direction of the research. Study survey problems in the following aspects: 1, students don't need chemical knowledge and ability related work and life; 2, some students think chemistry learning is a sign of success in high score in the exam; 3, for their own students to learn chemistry fewer set clear goals; 4, most of the students because of bad mood not ease study, start learning can not quickly enter the state: 5, study Students in learning chemistry often careless, not careful; 6, most of the students will develop a learning plan; 7, way for students to complete learning tasks; 8, only a few students to preview and review habits; 9, students learn the skills of less; 10, part of the students in chemistry achievement cannot be correctly attributed. According to these problems, this study from 1, correct the students' learning motivation, form the correct learning concept; 2, strengthen the learning ability of students, optimize students' learning methods; 3, strengthen the analysis of the students awareness of teachers, improve the ability of teachers' learning situation analysis, put forward countermeasures and suggestions for teaching in three aspects. This study, from the students' learning situation and the chemistry of high school students were investigated, in order to improve the chemical learning situation of high school students, improve the learning efficiency.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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