本文關(guān)鍵詞： 化學(xué) STSE情境 實(shí)踐 探究式教學(xué) 教學(xué)資源開(kāi)發(fā)　出處：《廣西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新一輪課程改革讓探究式教學(xué)走進(jìn)了人們的視野,但是教育現(xiàn)狀使得探究式教學(xué)難以發(fā)揮作用。探究式教學(xué)的推廣受阻,反映了這種教學(xué)模式自身所存在不少缺點(diǎn)這一事實(shí)。探究式教學(xué)并非與生俱來(lái)就趣味十足。雖然許多的探究教學(xué)活動(dòng)都有教學(xué)實(shí)驗(yàn)作為支撐,但是這樣的教學(xué),其情境不能保證具有生活性、真實(shí)性。其中的實(shí)驗(yàn)完全取材于實(shí)驗(yàn)室分析純藥品,這樣的教學(xué)不能算是理論結(jié)合實(shí)踐,而是理論結(jié)合實(shí)驗(yàn)。最好的情境來(lái)源于實(shí)踐。著名情景教育的創(chuàng)始人李吉林老師提出了創(chuàng)設(shè)教育情境的五大原則：主動(dòng)性原則,美感性原則,創(chuàng)造性原則,教育性原則,實(shí)踐性原則。而探究式教學(xué)也有七個(gè)原則：目的性、部分探究與全部探究相結(jié)合、主體性、主動(dòng)發(fā)展、教學(xué)方式相互補(bǔ)充、實(shí)踐性與創(chuàng)新性、科學(xué)性和教育性。在李吉林教育情境的五大原則和探究式教學(xué)的七個(gè)原則的指導(dǎo)下,筆者主要從3個(gè)方面多種開(kāi)拓了探究式教學(xué)資源開(kāi)發(fā)的多種途徑。其中,包括同學(xué)們很興趣的淘寶、科學(xué)教育節(jié)目。眾多一線教師更執(zhí)著于傳統(tǒng)教學(xué)立竿見(jiàn)影的短期應(yīng)試效果,把探究式教學(xué)束之高閣。探究式教學(xué)的推廣被擱淺,如果將此責(zé)任算到一線教師的頭上,那就不夠客觀。目前有一個(gè)令人驚訝的現(xiàn)象,一些教師主動(dòng)的推廣探究式教學(xué),但是學(xué)生反而不支持,學(xué)生們覺(jué)得,探究活動(dòng)過(guò)于浪費(fèi)時(shí)間,做探究的內(nèi)容與考試無(wú)關(guān),反而擔(dān)心起這會(huì)影響自己的成績(jī)。另一個(gè)方面就是探究式教學(xué)本身的弱點(diǎn),情境空洞促使學(xué)生們覺(jué)得完全是在走過(guò)場(chǎng),所以不喜歡。在本文中,筆者通過(guò)STSE情境,開(kāi)放了大量的探究式教學(xué)資源和案例。并將這些資源案例付諸實(shí)踐,最后從結(jié)果中確信,STSE情境才是探究教學(xué)最好的問(wèn)題來(lái)源。本次研究的研究方法包括：文獻(xiàn)研究法、問(wèn)卷調(diào)查法、案例研究法、單一變量教育實(shí)驗(yàn)研究法、訪談法、見(jiàn)習(xí)參觀教育。此外,還構(gòu)建了師生科研實(shí)踐共同體。通過(guò)在桂林十七中的教育實(shí)驗(yàn)。采用實(shí)驗(yàn)對(duì)比的方法,對(duì)實(shí)驗(yàn)班采用“探究式教學(xué)”；對(duì)照班采用“常規(guī)教學(xué)”。在考試成績(jī)方面,實(shí)驗(yàn)班在前測(cè)中顯著的落后于對(duì)照班,但是在后測(cè)中趕上了對(duì)照班,證實(shí)了以STSE情境為內(nèi)容載體,以探究為形式的化學(xué)教學(xué)模式的合理性。通過(guò)考試成績(jī)的前后測(cè)、調(diào)查問(wèn)卷的前后測(cè),檢驗(yàn)了學(xué)生在教育實(shí)驗(yàn)前后的知識(shí)水平、探究能力、學(xué)習(xí)興趣與動(dòng)機(jī)水平的前后變化,論證了本文論斷的正確性。
[Abstract]:The new round of curriculum reform has made inquiry teaching come into people's vision, but the present situation of education makes it difficult for inquiry teaching to play its role. It reflects the fact that there are many shortcomings in this teaching mode itself. Inquiry teaching is not inherently interesting. Although many inquiry teaching activities are supported by teaching experiments, but such teaching, The situation is not guaranteed to be alive and true. The experiment is based entirely on laboratory analysis of pure drugs. Such teaching cannot be regarded as a combination of theory and practice. It is the combination of theory and experiment. The best situation comes from practice. Mr. Li Jilin, founder of famous situational education, put forward five principles of creating educational situation: initiative principle, aesthetic principle, creative principle, educational principle. There are also seven principles in inquiry teaching: purpose, combination of part of inquiry and whole inquiry, subjectivity, active development, complementary teaching methods, practicality and innovation. Under the guidance of the five principles of Li Jilin's educational situation and the seven principles of inquiry teaching, the author mainly develops many ways of exploring teaching resources from three aspects. Including Taobao and science education programs that students are very interested in. Many front-line teachers are more committed to the immediate short-term results of traditional teaching, putting inquiry teaching on hold. The promotion of inquiry teaching has been stranded. It is not objective to put this responsibility on the frontline teachers. There is a surprising phenomenon that some teachers actively promote inquiry teaching, but the students do not support it, and the students feel that, Inquiry activities are a waste of time. The content of inquiry is not related to exams. Instead, it worries that it will affect one's performance. Another aspect is the weakness of inquiry teaching itself, in which empty situations make students feel that they are completely in a formality. So I don't like it. In this paper, I open up a lot of inquiry teaching resources and cases through the STSE context, and put these resource cases into practice. Finally, it is believed that STSE context is the best source of inquiry teaching problems. The research methods of this study include literature research, questionnaire survey, case study, single variable education experimental research, interview, and so on. In addition, the community of scientific research practice between teachers and students was constructed. Through the educational experiment in Guilin 17, the method of experiment contrast was adopted. The experimental class adopts "inquiry teaching" and the control class adopts "conventional teaching". In terms of test scores, the experimental class lags significantly behind the control class in the pre-test, but it catches up with the control class in the post-test, which confirms that the STSE situation is the content carrier. The rationality of chemistry teaching model in the form of inquiry. Through the test scores before and after test, the questionnaire before and after the test, the students' knowledge level, inquiry ability, learning interest and motivation level before and after the educational experiment were tested. The correctness of this thesis is proved.
【學(xué)位授予單位】：廣西師范大學(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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