本文關(guān)鍵詞： 化學 STSE情境 實踐 探究式教學 教學資源開發(fā)　出處：《廣西師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：新一輪課程改革讓探究式教學走進了人們的視野,但是教育現(xiàn)狀使得探究式教學難以發(fā)揮作用。探究式教學的推廣受阻,反映了這種教學模式自身所存在不少缺點這一事實。探究式教學并非與生俱來就趣味十足。雖然許多的探究教學活動都有教學實驗作為支撐,但是這樣的教學,其情境不能保證具有生活性、真實性。其中的實驗完全取材于實驗室分析純藥品,這樣的教學不能算是理論結(jié)合實踐,而是理論結(jié)合實驗。最好的情境來源于實踐。著名情景教育的創(chuàng)始人李吉林老師提出了創(chuàng)設教育情境的五大原則：主動性原則,美感性原則,創(chuàng)造性原則,教育性原則,實踐性原則。而探究式教學也有七個原則：目的性、部分探究與全部探究相結(jié)合、主體性、主動發(fā)展、教學方式相互補充、實踐性與創(chuàng)新性、科學性和教育性。在李吉林教育情境的五大原則和探究式教學的七個原則的指導下,筆者主要從3個方面多種開拓了探究式教學資源開發(fā)的多種途徑。其中,包括同學們很興趣的淘寶、科學教育節(jié)目。眾多一線教師更執(zhí)著于傳統(tǒng)教學立竿見影的短期應試效果,把探究式教學束之高閣。探究式教學的推廣被擱淺,如果將此責任算到一線教師的頭上,那就不夠客觀。目前有一個令人驚訝的現(xiàn)象,一些教師主動的推廣探究式教學,但是學生反而不支持,學生們覺得,探究活動過于浪費時間,做探究的內(nèi)容與考試無關(guān),反而擔心起這會影響自己的成績。另一個方面就是探究式教學本身的弱點,情境空洞促使學生們覺得完全是在走過場,所以不喜歡。在本文中,筆者通過STSE情境,開放了大量的探究式教學資源和案例。并將這些資源案例付諸實踐,最后從結(jié)果中確信,STSE情境才是探究教學最好的問題來源。本次研究的研究方法包括：文獻研究法、問卷調(diào)查法、案例研究法、單一變量教育實驗研究法、訪談法、見習參觀教育。此外,還構(gòu)建了師生科研實踐共同體。通過在桂林十七中的教育實驗。采用實驗對比的方法,對實驗班采用“探究式教學”；對照班采用“常規(guī)教學”。在考試成績方面,實驗班在前測中顯著的落后于對照班,但是在后測中趕上了對照班,證實了以STSE情境為內(nèi)容載體,以探究為形式的化學教學模式的合理性。通過考試成績的前后測、調(diào)查問卷的前后測,檢驗了學生在教育實驗前后的知識水平、探究能力、學習興趣與動機水平的前后變化,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.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

【相似文獻】

相關(guān)期刊論文 前10條

1 薛瑩;;STSE教育在中學化學實驗教學中的滲透[J];新課程(教育學術(shù));2011年06期

2 陳世華,柯有志;2002年全國初中化學復賽STSE題特點及啟示[J];化學教學;2003年Z1期

3 邱苗苗;;凸顯STSE在物理教學中的功能[J];中學教學參考;2013年17期

4 鄭麗君;;化學與STSE[J];高中數(shù)理化;2009年04期

5 王榮橋;;2007年全國初中化學競賽STSE考題探析[J];初中生學習(中考新概念);2007年07期

6 陳世華;化學教學要滲透STSE教育[J];中學化學教學參考;2002年06期

7 陳華斌;;初中科學課中STSE教學細節(jié)例談[J];新課程研究(下旬刊);2014年06期

8 胡揚洋;陳清梅;;例談物理教學中STSE議題的設計原則[J];物理教學;2013年02期

9 滕玉田;;高考化學STSE試題分類解析[J];中學生數(shù)理化(高二高三版);2013年10期

10 滕玉田;;2009年高考化學STSE試題分類解析[J];數(shù)理化解題研究(高中版);2009年08期

相關(guān)碩士學位論文 前3條

1 于毅;在STSE情境中實施化學探究性學習的教學設計研究[D];廣西師范大學;2015年

2 薛瑩;STSE教育在中學化學實驗教學中的滲透[D];蘇州大學;2011年

3 陳璐;兩版初中生物教科書中STSE課程內(nèi)容的比較研究[D];沈陽師范大學;2014年

，

本文編號：1539672