本文關(guān)鍵詞： C-PBL教學(xué)法 高中化學(xué) 實驗研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在新課程改革深入開展并取得初步成效的氛圍下,基礎(chǔ)教育中新的問題也逐漸凸顯,其集中表現(xiàn)在課時少、任務(wù)重,教學(xué)方法中普遍存在“穿新鞋,走老路”的尷尬境地。因此,尋找與構(gòu)建更為有效的教學(xué)方法對于提高課堂的實效性,更好的達(dá)成新課改中的三維目標(biāo),促進(jìn)學(xué)生全面發(fā)展有著至關(guān)重要的意義。本文根據(jù)高中化學(xué)內(nèi)容及學(xué)生特點,通過將問題教學(xué)法(Problem-based learning,簡稱PBL)與小組合作學(xué)習(xí)法(Cooperative Learning method)兩種教學(xué)方法相結(jié)合,嘗試構(gòu)建了一種適用于高中化學(xué)教學(xué)的C-PBL教學(xué)法：制定學(xué)習(xí)目標(biāo)—展示問題情境—個人獨立思考—合作解決問題—展示合作成果—評價與總結(jié)。通過教學(xué)實踐,本文著重研究了C-PBL教學(xué)法對于促進(jìn)學(xué)生化學(xué)知識獲得方面的效果,同時發(fā)現(xiàn),C-PBL教學(xué)法還有利于促進(jìn)學(xué)生化學(xué)學(xué)習(xí)興趣、提高其合作意識與合作技巧、分培養(yǎng)其問題意識與解決問題的能力。本論文分為四部分：第一部分為緒論。主要論述問題提出的背景,在相關(guān)文獻(xiàn)綜述的基礎(chǔ)上闡明了本研究的主要內(nèi)容與方法,論述了本研究的理論與實踐意義。第二部分為C-PBL教學(xué)法的理論構(gòu)建。分別論述了問題教學(xué)法(簡稱PBL)與小組合作學(xué)習(xí)法(Cooperative Learning method)的理論基礎(chǔ)、基本要素、基本特征,總結(jié)了各自優(yōu)勢及不足,結(jié)合高中化學(xué)學(xué)科特點及高中生身心特點,將兩者進(jìn)行有機(jī)優(yōu)勢互補(bǔ),揚長補(bǔ)短,從理論上構(gòu)建C-PBL教學(xué)法。第三部分為C-PBL教學(xué)法在高中教學(xué)中的實驗研究。采用兩個班對照的方法,實驗班采用C-PBL教學(xué)法,對照班則采用常規(guī)教學(xué)法,以紙筆測驗的方式評價C-PBL教學(xué)法對于促進(jìn)學(xué)生化學(xué)知識獲得方面的效果,并以訪談的方式了解學(xué)生化學(xué)學(xué)習(xí)興趣、合作意識能力、問題意識與解決問題能力等方面的變化。第四部分為研究結(jié)論與反思。研究結(jié)果表明,C-PBL教學(xué)法能夠促進(jìn)學(xué)生化學(xué)知識的獲得,提高學(xué)生化學(xué)學(xué)習(xí)興趣,培養(yǎng)其合作意識與能力、促進(jìn)其問題意識與解決問題能力的發(fā)展等。
[Abstract]:In the atmosphere of new curriculum reform and initial achievements, the new problems in basic education have gradually become prominent. They focus on less class hours, heavy tasks, and "wear new shoes" in teaching methods. Therefore, to find and build more effective teaching methods to improve the effectiveness of the classroom, better achieve the three-dimensional goal in the new curriculum reform, It is of great significance to promote the all-round development of students. According to the content of chemistry in senior high school and the characteristics of students, this paper combines the problem teaching method Problem-based learning (PBL) with the cooperative Learning method. This paper attempts to construct a C-PBL teaching method suitable for chemistry teaching in senior high school: making learning goal-presenting problem situation, individual independent thinking, cooperating solving problem-demonstrating cooperative achievement-evaluating and summarizing. Through teaching practice, the author tries to build a C-PBL teaching method, which is suitable for chemistry teaching in senior high school. This paper focuses on the effect of C-PBL teaching method on promoting students' chemical knowledge acquisition. It is also found that C-PBL teaching method can promote students' interest in chemistry learning and improve their cooperation consciousness and skills. This paper is divided into four parts: the first part is the introduction. It mainly discusses the background of the problem, and expounds the main contents and methods of this study on the basis of the literature review. This paper discusses the theoretical and practical significance of this study. The second part is the theoretical construction of C-PBL teaching method. This paper summarizes their respective advantages and disadvantages, combines the characteristics of senior high school chemistry subject and senior high school students' physical and mental characteristics, and makes both of them complement each other with each other's advantages. The third part is the experimental study of C-PBL teaching method in senior high school. Using the method of two classes control, the experimental class adopts C-PBL teaching method, and the control class adopts the conventional teaching method. C-PBL teaching method was used to evaluate the effect of C-PBL teaching method on promoting students' chemical knowledge acquisition, and to understand students' chemistry learning interest and cooperative consciousness ability by interview. The change of problem consciousness and problem-solving ability. 4th is the conclusion and reflection of the research. The results show that C-PBL teaching method can promote the acquisition of chemistry knowledge, improve students' interest in chemistry learning, and cultivate their cooperative consciousness and ability. Promote the development of problem consciousness and problem solving ability.
【學(xué)位授予單位】：華中師范大學(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：1539245