本文關(guān)鍵詞：高三化學(xué)復(fù)習(xí)課有效教學(xué)研究　出處：《山東師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 有效教學(xué) 高三化學(xué) 復(fù)習(xí)課 教學(xué)模式 教學(xué)策略

【摘要】：高三化學(xué)分值在高考中占據(jù)100分的比例，是取得高考優(yōu)異成績不可或缺的重要組成部分。傳統(tǒng)的高三化學(xué)復(fù)習(xí)重視近期效果、通常采用題海戰(zhàn)術(shù)，忽視了學(xué)生學(xué)習(xí)的主動性和思維能力的形成，會產(chǎn)生不理想的教育教學(xué)效果。這已成為目前高三化學(xué)復(fù)習(xí)中突出的問題這個問題一直困擾著高三化學(xué)復(fù)習(xí)課教學(xué)。隨著新課程的實施新課程改革的逐步深入,基礎(chǔ)教育更加注重學(xué)生的全面、自主、和諧的發(fā)展。為提高高三化學(xué)高考復(fù)習(xí)成效，提高學(xué)生的科學(xué)素養(yǎng)，復(fù)習(xí)課教學(xué)過程中必須引入有效教學(xué)理論，，立足基礎(chǔ)知識，突出能力培養(yǎng)，更多關(guān)注學(xué)生對知識掌握過程、學(xué)科方法的運用以及知識的轉(zhuǎn)化，促進(jìn)學(xué)生自主、探究、合作能力的形成。本文就是研討高三化學(xué)復(fù)習(xí)課的模式與策略，針對不同階段（第一輪復(fù)習(xí)、第二輪復(fù)習(xí)）復(fù)習(xí)課有效教學(xué)的研究。 本論文在文獻(xiàn)綜述的基礎(chǔ)上首先分析了高三化學(xué)復(fù)習(xí)課的特點，并進(jìn)一步指出了高三化學(xué)復(fù)習(xí)課的有效教學(xué)特征，即合理設(shè)計教學(xué)目標(biāo)、有效整合高中化學(xué)學(xué)習(xí)內(nèi)容、利用多樣化的教學(xué)策略開展教學(xué)。論文重點討論了基于有效教學(xué)的高三化學(xué)復(fù)習(xí)課的教學(xué)模式與策略，構(gòu)建了三種教學(xué)模式，分別是：學(xué)案導(dǎo)學(xué)復(fù)習(xí)模式、專題研究模式和階段突破教學(xué)模式。為了更有效地開展復(fù)習(xí)課教學(xué)，論文中還提出了三種有效教學(xué)的策略：知識結(jié)構(gòu)化教學(xué)策略、板塊式問題組教學(xué)策略和糾錯式自我反思教學(xué)策略。最后論文還分別以元素化合物、化學(xué)反應(yīng)原理為例提供了教學(xué)設(shè)計案例。
[Abstract]:The chemical score of three accounted for 100 percentage in the college entrance examination, is an important part of the college entrance examination to obtain excellent results indispensable. Senior three chemistry review the traditional emphasis on short-term effect, usually by the sea tactical, the formation of ignoring the students' learning initiative and thinking ability, will not have the ideal teaching effect. This has become the the revision of chemistry outstanding problems in this issue has been plagued by high school chemistry review class teaching. With the implementation of the new curriculum new curriculum reform of basic education, the students pay more attention to the comprehensive, independent, harmonious development. In order to improve the college entrance examination chemistry review results, improve the scientific literacy of students, the teaching process must review class the introduction of effective teaching theory, based on the basic knowledge, ability training, pay more attention to the mastery of the knowledge process, discipline methods and knowledge transfer To promote the formation of students' autonomy and exploration and cooperation ability. This paper is about the mode and strategy of chemistry review class in junior high school, aiming at the research of effective teaching in different stages (the first round review, the second round review).
This paper based on the literature review firstly analyzes the characteristic of middle school chemistry review class, and further pointed out the effective teaching characteristics of three chemistry review class, namely the reasonable design of teaching objectives, the effective integration of high school chemistry learning content, teaching the use of diverse teaching strategies. This paper mainly discusses the teaching mode and the effective teaching strategies of senior high school chemistry review class based on the construction of the three kinds of teaching modes, namely: learning guide review mode, research mode and stage of the breakthrough in the teaching mode. In order to more effectively carry out the teaching of literature, the paper also puts forward three kinds of effective teaching strategies, teaching strategies of knowledge structure, plate type group teaching strategy and error correction self reflection teaching strategies. Finally, this paper also to element compounds, chemical reaction principle provides a case teaching design as an example.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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本文編號：1400566