本文關(guān)鍵詞：初中化學(xué)陳述性知識(shí)教學(xué)策略的實(shí)踐研究　出處：《延邊大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：化學(xué)陳述性知識(shí)是化學(xué)知識(shí)的重要組成部分,它是學(xué)習(xí)程序性知識(shí)和策略性知識(shí)的基礎(chǔ)。因?yàn)殛愂鲂灾R(shí)多以理解和記憶為主,且學(xué)生缺少學(xué)習(xí)這部分知識(shí)有效的方法,所以教師在教學(xué)中如何選取和運(yùn)用合適的教學(xué)策略就顯得尤為重要。而對(duì)于化學(xué)陳述性知識(shí)教學(xué)策略的研究,不僅能夠指導(dǎo)教師的教學(xué),同時(shí)也能提升學(xué)生的學(xué)習(xí)能力。本研究以延吉市R中學(xué)九年級(jí)四個(gè)班,共107名學(xué)生為被試。以學(xué)生的習(xí)題冊(cè)和自編測(cè)試題為調(diào)查工具,通過(guò)文獻(xiàn)法、調(diào)查法、實(shí)驗(yàn)法、訪談法四種研究方法進(jìn)行研究,分析學(xué)生的習(xí)題和測(cè)試題的結(jié)果,對(duì)選取和運(yùn)用的化學(xué)陳述性知識(shí)教學(xué)策略進(jìn)行勘查。基于認(rèn)知心理學(xué)對(duì)知識(shí)的分類明確陳述性知識(shí)的概念,再通過(guò)陳述性知識(shí)的特點(diǎn)和表征,得到化學(xué)陳述性知識(shí)的本質(zhì)。并根據(jù)陳述性知識(shí)的教學(xué)策略推出化學(xué)陳述性知識(shí)習(xí)得、保持和提取的教學(xué)策略,同時(shí)將策略運(yùn)用到教學(xué)設(shè)計(jì)中進(jìn)行實(shí)踐研究。經(jīng)結(jié)果表明：實(shí)驗(yàn)班級(jí)的學(xué)生對(duì)陳述性知識(shí)掌握情況好于對(duì)照班級(jí),說(shuō)明所使用的教學(xué)策略準(zhǔn)確、合理、實(shí)用,但是學(xué)生的錯(cuò)題反映出策略本身也存在選取不當(dāng)?shù)膯?wèn)題,其中包括促進(jìn)預(yù)期策略、成功生成策略、組織教學(xué)策略。雖然這三個(gè)策略的模式正確,但是應(yīng)用于化學(xué)陳述性知識(shí)的實(shí)踐教學(xué)時(shí)仍存在一些問(wèn)題。經(jīng)過(guò)對(duì)學(xué)生共性的錯(cuò)題具體分析后,主要得出：(1)策略本身對(duì)知識(shí)建構(gòu)不夠穩(wěn)定。(2)部分策略運(yùn)用不足。(3)缺少將陳述性知識(shí)提取和探究性思維相結(jié)合的策略。針對(duì)教學(xué)實(shí)踐中的問(wèn)題和成因分析,對(duì)化學(xué)陳述性知識(shí)的教學(xué)提出以下建議：(1)教師需要選取合理的教學(xué)策略用于實(shí)踐教學(xué)中；(2)教師要充分考慮各種知識(shí)的策略；(3)教師在教學(xué)過(guò)程中要不斷發(fā)現(xiàn)策略使用中存在的問(wèn)題,加強(qiáng)策略和知識(shí)的聯(lián)系。
[Abstract]:Chemical knowledge is an important part of chemical knowledge, it is the foundation for learning procedural knowledge and strategic knowledge. Because a lot of declarative knowledge to understand and remember, and students lack of learning this knowledge and effective method, so the teachers in teaching how to select and use appropriate teaching strategies is particularly important. While the research on teaching strategy of chemistry knowledge, not only can guide the teachers' teaching, but also can improve the learning ability of students. In this study, four classes of grade nine R middle school in Yanji City, a total of 107 students were tested. The students' exercises and self test survey tool, through literature, the survey method, experimental method, interview to study four kinds of research methods, analysis of students' exercises and test results, the selection and use of chemical declarative knowledge teaching strategies based on exploration. The concept of cognitive psychology on the classification of knowledge explicit declarative knowledge, and then through the characteristics and characterization of declarative knowledge, get the essence of chemical declarative knowledge and the introduction of chemical declarative knowledge acquisition. According to the declarative knowledge of teaching strategies, maintenance and retrieval of teaching strategies, and strategies into the teaching design in practical research. The results show that: the experimental class of declarative knowledge is better than that of the control class, the use of teaching strategies is accurate, reasonable, practical, but the errors reflect the strategy itself also has the improper selection of problems, including the promotion of the expected success generation strategy, organizational strategy, teaching strategy. Although the three strategy model is correct, there are still some problems in the practice of teaching but applied to chemical declarative knowledge. After a detailed analysis of the common mistakes of students, the main To conclude: (1) the strategy on the construction of knowledge itself is not stable enough. (2) lack of strategy use. (3) the lack of declarative knowledge extraction and exploratory thinking combined with the strategy. Aimed at the problems and causes analysis of teaching practice, the teaching of chemistry of declarative knowledge is proposed with the following recommendations: (1) teachers need to select a reasonable teaching strategy for practice teaching; (2) teachers should fully consider various knowledge strategies; (3) teachers should constantly find existed in the problem of strategy in the teaching process, strengthening the link strategy and knowledge.

【學(xué)位授予單位】：延邊大學(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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