本文關(guān)鍵詞： 復(fù)分解反應(yīng) 微觀本質(zhì) 分階段教學(xué) 課件　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：對(duì)待變化中的物質(zhì),以認(rèn)識(shí)化學(xué)變化的基本特征,理解反應(yīng)現(xiàn)象和本質(zhì)的聯(lián)系為主。然而化學(xué)反應(yīng)包含了宏觀現(xiàn)象、微觀粒子變化和抽象的化學(xué)符號(hào),對(duì)微觀世界接觸不多的初三學(xué)生,若不能逐步將宏觀、微觀和符號(hào)三種水平相聯(lián)系來(lái)認(rèn)識(shí)學(xué)科知識(shí),必然導(dǎo)致學(xué)生認(rèn)知困難,阻礙學(xué)生在后期的學(xué)習(xí)中自主建構(gòu)化學(xué)知識(shí)�；诖�,筆者認(rèn)為教師應(yīng)該在進(jìn)行教學(xué)時(shí),有意識(shí)的、按步驟、分階段的培養(yǎng)學(xué)生形成微觀思維模式,有計(jì)劃的提升學(xué)生的“宏觀-微觀-符號(hào)”三重表征思維水平。針對(duì)不可直觀表達(dá)的微觀內(nèi)容教學(xué),教師可借助教學(xué)軟件的模擬功能將宏觀現(xiàn)象用微觀動(dòng)畫(huà)進(jìn)行展示,再融入學(xué)生可參與的活動(dòng),以幫助他們對(duì)內(nèi)容自主建構(gòu),獲得真知。本研究著眼于“復(fù)分解反應(yīng)”的教學(xué)現(xiàn)狀,初步分析教學(xué)過(guò)程中阻礙學(xué)生思維發(fā)展的主要因素。根據(jù)文獻(xiàn)研究及自身的教學(xué)經(jīng)驗(yàn),提出在深挖教材的過(guò)程中,采用分階段的教學(xué)模式,在結(jié)合宏觀現(xiàn)象與微觀場(chǎng)景的課件的幫助下,循序漸進(jìn)的提高學(xué)生的微觀認(rèn)識(shí)水平,最終達(dá)到培養(yǎng)學(xué)生“宏觀-微觀-符號(hào)”三重表征思維方式的目的。本研究將從以下六個(gè)部分進(jìn)行論述:第一部分:問(wèn)題的提出,主要論述研究背景、研究目的及意義,首先分析幾位老師的訪談結(jié)果和學(xué)生問(wèn)卷調(diào)查的數(shù)據(jù),獲得復(fù)分解反應(yīng)內(nèi)容的教學(xué)現(xiàn)狀及阻礙學(xué)生高效接受知識(shí)的原因,并分析教師們的教學(xué)措施所存在的問(wèn)題,再結(jié)合相關(guān)文獻(xiàn)資料確定研究視角及所要達(dá)到的高度,初步得到學(xué)生在學(xué)習(xí)復(fù)分解反應(yīng)所需達(dá)到的認(rèn)識(shí)水平,提出分階段的教學(xué)模式和使用與之相關(guān)的微觀動(dòng)畫(huà)課件對(duì)復(fù)分解反應(yīng)教學(xué)的意義。第二部分:研究的理論基礎(chǔ)及實(shí)施方案,結(jié)合有關(guān)文獻(xiàn)對(duì)“宏觀-微觀-符號(hào)”三重表征方式進(jìn)行概述,分析學(xué)生現(xiàn)有的思維水平現(xiàn)狀,以及改進(jìn)的措施,討論教學(xué)時(shí)應(yīng)采取的教學(xué)手段和方法,闡釋復(fù)分解反應(yīng)內(nèi)容分階段教學(xué)和使用微觀課件的意義和重要性。第三部分:根據(jù)學(xué)生的認(rèn)知發(fā)展規(guī)律和初中階段學(xué)生應(yīng)有的微觀認(rèn)識(shí)水平分析,結(jié)合具體教學(xué)內(nèi)容,闡釋復(fù)分解反應(yīng)教學(xué)過(guò)程中的具體階段及其教學(xué)思路,并演示各階段教學(xué)所使用的課件。第四部分:呈現(xiàn)復(fù)分解反應(yīng)內(nèi)容相關(guān)的教學(xué)設(shè)計(jì),反思教學(xué)設(shè)計(jì)的不足及教學(xué)過(guò)程中應(yīng)注意的問(wèn)題。第五部分:分析復(fù)分解反應(yīng)內(nèi)容的調(diào)研結(jié)果,包括學(xué)生對(duì)復(fù)分解反應(yīng)內(nèi)容掌握情況的前測(cè),及一線教師們對(duì)本研究所提出的教學(xué)模式和微觀動(dòng)畫(huà)課件的系統(tǒng)評(píng)價(jià)。第六部分:課題研究的結(jié)論、反思與展望,對(duì)本研究的不足與成功之處進(jìn)行全面系統(tǒng)的評(píng)價(jià),并對(duì)本研究進(jìn)行展望,做出未來(lái)的研究計(jì)劃及研究方法。
[Abstract]:In dealing with changing substances, it is important to understand the basic characteristics of chemical changes and to understand the relationship between reaction phenomena and nature. However, chemical reactions contain macroscopic phenomena, microparticle changes and abstract chemical symbols. For the junior high school students who have little contact with the micro world, if they cannot gradually connect the macro, micro and symbolic levels to recognize the subject knowledge, it will inevitably lead to cognitive difficulties for the students. Based on this, the author thinks that teachers should consciously, step by step, train students to form the micro mode of thinking in the process of teaching. In order to improve the students' thinking level of "macroscopic-micro-symbol", teachers can display macroscopic phenomena with micro-animation with the help of the simulation function of teaching software, aiming at the non-intuitionistic micro-content teaching. The present study focuses on the current teaching situation of "multiple decomposition response", which can help students to construct their own content and gain true knowledge by participating in activities that students can participate in. This paper analyzes the main factors that hinder the development of students' thinking in the course of teaching. According to the literature research and their own teaching experience, this paper puts forward a phased teaching model in the course of deep digging teaching materials. With the help of the courseware of macro phenomenon and micro scene, improve the students' understanding level step by step. Finally, the purpose of cultivating students'"macro-micro-symbol" triple representation thinking mode is achieved. This study will be discussed from the following six parts: the first part: raising the problem, mainly discussing the research background, the purpose and significance of the research. First of all, by analyzing the interview results of several teachers and the data of the students' questionnaire, the author obtains the teaching situation of the content of the multiple decomposition reaction and the reasons that hinder the students from accepting knowledge efficiently, and analyzes the problems existing in the teaching measures of the teachers. Combined with the relevant literature and materials to determine the research perspective and the height to be reached, we can get the understanding level that students need to achieve in the study of multiple decomposition reaction. This paper puts forward the teaching mode in stages and the significance of using the related micro animation courseware to the teaching of multiple decomposition reaction. Part two: the theoretical basis and implementation scheme of the research. Combined with the related literature, this paper summarizes the triple representation of "macroscopic, microcosmic and symbolic", analyzes on the present situation of students' thinking level, as well as the improvement measures, and discusses the teaching methods and methods that should be adopted in teaching. The third part: according to the law of students' cognitive development and the level of microcosmic cognition of junior middle school students should be analyzed, combined with the specific teaching content. This paper explains the specific stages and teaching ideas in the teaching process of multiple decomposition reaction, and demonstrates the courseware used in each stage of teaching. Part 4th: presents the teaching design related to the content of multiple decomposition reaction, Part 5th: analysis of the investigation results of the content of the multiple decomposition reaction, including the pre-test of the students' mastery of the content of the reaction of multiple decomposition, And the systematic evaluation of the teaching model and micro-animation courseware put forward by the first line teachers. Part 6th: conclusion, reflection and prospect of the research, and a comprehensive and systematic evaluation of the shortcomings and successes of this research. The future research plan and research methods are proposed.
【學(xué)位授予單位】：四川師范大學(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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本文編號(hào)：1504726