本文關(guān)鍵詞：手持技術(shù)在中學(xué)化學(xué)實(shí)驗(yàn)中的應(yīng)用與案例開發(fā)　出處：《河南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：新世紀(jì)以來,手持技術(shù)蓬勃發(fā)展并開始廣泛應(yīng)用于我國(guó)的教育教學(xué)中。隨著新課程改革的提出,手持技術(shù)作為一種深入、直觀、定量的教學(xué)輔助手段,進(jìn)入化學(xué)課堂,在培養(yǎng)學(xué)生形成自主的、探究的、合作性的學(xué)習(xí)方式具有特別重要意義,已成為一種發(fā)展趨勢(shì)。對(duì)于課題的主要研究和實(shí)踐工作包含:首先,在闡述研究背景及研究現(xiàn)狀的基礎(chǔ)上,針對(duì)課題的實(shí)踐研究進(jìn)行了探討,在明確研究目的的基礎(chǔ)上,確定研究?jī)?nèi)容和方法,制定研究計(jì)劃,并分析和總結(jié)課題的研究?jī)r(jià)值及意義。接著,以河南師范大學(xué)的2010、2011級(jí)師資型化學(xué)專業(yè)本科生(準(zhǔn)備從事中學(xué)化學(xué)教學(xué)的學(xué)生)教師教育課程中開設(shè)手持技術(shù)實(shí)驗(yàn)課為契機(jī),結(jié)合中學(xué)化學(xué)內(nèi)容,具體進(jìn)行以手持技術(shù)為基礎(chǔ)的化學(xué)實(shí)驗(yàn)教學(xué)研究,明確實(shí)驗(yàn)的設(shè)計(jì)原則、思路,并篩選和設(shè)計(jì)實(shí)驗(yàn)內(nèi)容,總結(jié)課程的實(shí)施效果。實(shí)驗(yàn)內(nèi)容上設(shè)計(jì)了三個(gè)系列實(shí)驗(yàn)(8個(gè)小實(shí)驗(yàn))分別為:手持技術(shù)儀器基本操作訓(xùn)練、手持技術(shù)與課程整合實(shí)驗(yàn)探究和手持技術(shù)綜合實(shí)驗(yàn)研究。在整個(gè)手持技術(shù)實(shí)驗(yàn)課程開展階段中,改變傳統(tǒng)實(shí)驗(yàn)中只能看到實(shí)驗(yàn)結(jié)果的現(xiàn)象。同時(shí)由傳統(tǒng)實(shí)驗(yàn)的定性說明向定量說明過渡,體現(xiàn)手持技術(shù)的特點(diǎn)。整個(gè)過程,嚴(yán)格規(guī)范操作方法,關(guān)注學(xué)生的過程體驗(yàn)和情感·態(tài)度·價(jià)值觀教育。然后,進(jìn)一步拓展、開發(fā)課程資源——兩個(gè)創(chuàng)新性實(shí)驗(yàn)案例:(1)利用手持技術(shù)探究“黑面包實(shí)驗(yàn)”。除對(duì)“黑面包”傳統(tǒng)實(shí)驗(yàn)的實(shí)驗(yàn)裝置進(jìn)行改進(jìn),最重要的是對(duì)實(shí)驗(yàn)中SO2的吸收溶液——Na OH溶液的吸收效果做定量研究。(2)利用手持技術(shù)探究膠體的電導(dǎo)率實(shí)驗(yàn),利用手持技術(shù),對(duì)Fe(OH)3膠體和相應(yīng)的Fe Cl3溶液進(jìn)行了電導(dǎo)率的測(cè)試、比較和探究。讓學(xué)生更好地認(rèn)識(shí)溶液和膠體,為區(qū)分溶液和膠體提供一個(gè)電導(dǎo)率數(shù)據(jù)不同的依據(jù)。這兩個(gè)實(shí)驗(yàn)教學(xué)案例至今未見文獻(xiàn)資料報(bào)道。最后,手持技術(shù)實(shí)驗(yàn)課結(jié)束后,通過調(diào)查問卷及觀察、訪談的方法,分別從手持技術(shù)實(shí)驗(yàn)課的教學(xué)效果、手持技術(shù)的優(yōu)勢(shì)、手持技術(shù)的作用與影響、手持技術(shù)的應(yīng)用、學(xué)生作為未來化學(xué)教師對(duì)其的態(tài)度、學(xué)生是否具備開發(fā)此類教學(xué)案例的能力等六個(gè)方面進(jìn)行了調(diào)查分析。結(jié)果表明:在河南省范圍內(nèi),除極個(gè)別學(xué)生通過書刊、雜志或借助互聯(lián)網(wǎng)對(duì)手持技術(shù)略微有所了解,絕大部分學(xué)生在選修手持技術(shù)實(shí)驗(yàn)課前,根本就對(duì)它一無(wú)所知。而實(shí)驗(yàn)課之后,78.5%的學(xué)生喜歡課程的教學(xué)方式;65.2%的學(xué)生認(rèn)為課程具有好的教學(xué)效果;52.6%的學(xué)生認(rèn)為手持技術(shù)的應(yīng)用對(duì)中學(xué)化學(xué)教學(xué)具有一定影響;78.2%的學(xué)生較傳統(tǒng)實(shí)驗(yàn)更喜歡手持技術(shù)實(shí)驗(yàn);75.6%的學(xué)生認(rèn)識(shí)到手持技術(shù)有助于激發(fā)對(duì)化學(xué)的學(xué)習(xí)興趣;70.2%的學(xué)生認(rèn)為有助于數(shù)據(jù)分析能力的提升;63.5%的學(xué)生對(duì)其有利于提高圖像的識(shí)別能力表示認(rèn)同;52.6%的學(xué)生認(rèn)為有助于提升創(chuàng)造力;75.6%的學(xué)生愿意使用手持技術(shù)來做化學(xué)實(shí)驗(yàn);74.6%的學(xué)生認(rèn)為自己能開發(fā)出此類教學(xué)案例,但這需要更多時(shí)間。因此得出,手持技術(shù)已經(jīng)得到了絕大多數(shù)學(xué)生的認(rèn)可,學(xué)生也能感受到利用手持技術(shù)對(duì)于提高學(xué)習(xí)興趣和小組協(xié)作實(shí)驗(yàn)的幫助,認(rèn)識(shí)到手持技術(shù)對(duì)化學(xué)教學(xué)與學(xué)生學(xué)習(xí)具有積極作用。同時(shí)也證實(shí):在中學(xué)化學(xué)實(shí)驗(yàn)中運(yùn)用手持技術(shù)是完全必要和切實(shí)可行的。開展手持技術(shù)的實(shí)驗(yàn)研究,目前在河南省高校和大部分中學(xué)還為數(shù)不多,基本算是空白,因此在河南省值得推廣和探討。
[Abstract]:Since the new century, educational handheld technology vigorous development and widely applied in our country. With the development of the new curriculum reform, with technology as an auxiliary means of teaching in-depth, intuitive, quantitative, into the chemistry classroom, in cultivating students' independent research, and has great significance of cooperation learning style, has become a development trend. The main research and practice work includes: firstly, based on elaborating the research background and research status on the practice in research are discussed, based on the research purpose, research contents and methods, develop the research plan, research value and significance and analyze and summarize the subject. Then, in the 20102011 grade teacher type chemistry from Henan Normal University undergraduates (ready to engage in the middle school chemistry teaching students) teacher education programme held Experiment technology as an opportunity, combined with the content of middle school chemistry, the chemistry experiment teaching with handheld technology as the foundation, clear design principles, test ideas, and screening and designing the experiment content, implementation effect summary course. Experimental content design three series of experiments (8 experiments) respectively. A basic operation training instrument, handheld technology experiment and research of handheld experimental technology and curriculum integration. In the experimental course of handheld technology to carry out stage, change the traditional experimental results can only see the phenomenon. At the same time by the traditional qualitative description to quantitative description of the transition, reflects the characteristics of handheld technology. The whole process. Strictly regulate the operation method, education students experience and emotion, attitude and value. Then, to further expand the development of curriculum resources, two innovative experimental case : (1) using a hand-held inquiry "black bread experiment" technology. In addition to the experiment device of the "black bread" the traditional experiment was improved, the most important thing is to test the absorption of SO2 solution absorption effect of Na OH solution to do quantitative research. (2) using handheld technology to explore the colloid conductivity experiments. The use of handheld technology, Fe (OH) Fe Cl3 3 colloid and corresponding solution conductivity test, comparison and research. Let students better understand the solution and colloid, provide a basis for distinguishing the conductivity data of different solution and colloid. The two experimental teaching case has not been reported. The final documents the end of the experiment, hand-held technology course, through the questionnaire and observation, interview method, separately from the handheld technology experiment course teaching effect, with the advantages of technology, function and influence of handheld technology, handheld technology should be used as the future of the students. The attitude of school teachers, six students have ability to develop this kind of teaching cases were investigated. The results show that: in Henan province range, in addition to individual students through books, magazines or the Internet for handheld technology slightly understand, most of the students in the experimental class before elective handheld technology. There is to it. But after absolutely ignorant of experimental course, 78.5% of the students love the teaching mode; 65.2% of the students think that the course has good teaching effect; 52.6% of the students think that the application of handheld technology has certain effects on the middle school chemistry teaching; 78.2% of the students love more than the traditional experimental handheld technology experiment; 75.6% of the students know the handheld technology helps to stimulate the chemistry study interest; 70.2% of the students think that helps to enhance the ability of data analysis; 63.5% of the students is helpful to improve the recognition of the The ability to agree; 52.6% of the students think that helps to enhance creativity; 75.6% of the students are willing to use handheld technology to do chemical experiments; 74.6% of the students think they can develop such a teaching case, but it needs more time. Therefore, the handheld technology has been recognized by the vast majority of students, the students can feel the a technology for improving the learning interest and team experiments help realize handheld technology plays a positive role in chemistry teaching and students' learning. At the same time also confirmed: use in the middle school chemistry experiment in handheld technology is absolutely necessary and feasible. The experimental study was carried out on handheld technology, at present in Colleges and universities in Henan province and also most of the middle school a few, basic is blank, so it is worthy of promotion and research in Henan province.

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

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 錢揚(yáng)義,杜永鋒;掌上實(shí)驗(yàn)技術(shù)(The lab in Hand technology)與中學(xué)理科探究[J];化學(xué)教育;2004年08期

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本文編號(hào)：1420175