本文選題：九年級(jí)　切入點(diǎn)：化學(xué)用語(yǔ)　出處：《福建師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：筆者在近幾年的教學(xué)實(shí)踐中發(fā)現(xiàn),九年級(jí)學(xué)生在化學(xué)的學(xué)習(xí)過(guò)程中,最初充滿了好奇,學(xué)習(xí)興趣濃厚,但是當(dāng)學(xué)到了原子、分子、離子、元素符號(hào),特別是化學(xué)式和化學(xué)方程式后,有相當(dāng)一部分學(xué)生逐漸喪失了學(xué)習(xí)化學(xué)的興趣和信心,感覺(jué)到化學(xué)難學(xué),以致出現(xiàn)了化學(xué)學(xué)習(xí)的第一個(gè)分化點(diǎn)。為了幫助學(xué)生突破該分化點(diǎn),改善教師目前的教學(xué)策略,本研究采用問(wèn)卷調(diào)查法、測(cè)試卷測(cè)試法及訪談法分別從學(xué)生的學(xué)習(xí)觀念、學(xué)習(xí)方法等方面對(duì)九年級(jí)學(xué)生化學(xué)用語(yǔ)學(xué)習(xí)難的現(xiàn)狀進(jìn)行了成因調(diào)查分析,了解到影響學(xué)生化學(xué)用語(yǔ)學(xué)習(xí)困難的主要原因有：雖然學(xué)生能夠意識(shí)到化學(xué)用語(yǔ)知識(shí)的重要性,但因枯燥難記而提不起學(xué)的興趣；沒(méi)有意識(shí)到化學(xué)用語(yǔ)知識(shí)具有工具作用,對(duì)其認(rèn)識(shí)狹隘；書(shū)面表達(dá)方面存在困難；對(duì)化學(xué)學(xué)科存在偏見(jiàn)而不想學(xué)等。根據(jù)困難形成的這些原因,基于相關(guān)學(xué)習(xí)理論,嘗試性地提出了改善九年級(jí)化學(xué)用語(yǔ)教學(xué)的七個(gè)具體策略：教師要引導(dǎo)學(xué)生正確認(rèn)識(shí)化學(xué)用語(yǔ)知識(shí)的重要性；教師要采用宏-微-符相結(jié)合的教學(xué)方法；教師應(yīng)提前滲透,循序漸進(jìn)地把化學(xué)用語(yǔ)知識(shí)分散到每節(jié)課：教師應(yīng)指引與協(xié)助學(xué)生加強(qiáng)系統(tǒng)化的學(xué)習(xí)方法；教師要加強(qiáng)規(guī)范要求,促進(jìn)學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣；教師要加大訓(xùn)練力度,引起學(xué)生對(duì)化學(xué)科的重視；教師要幫助學(xué)生摒棄前概念的束縛。最后將教學(xué)策略運(yùn)用到教學(xué)實(shí)際中進(jìn)行實(shí)踐研究,驗(yàn)證其可行性與有效性,為九年級(jí)化學(xué)用語(yǔ)教學(xué)提供了實(shí)證性依據(jù)。
[Abstract]:In my teaching practice in recent years, I found that the ninth grade students in chemistry learning process, initially full of curiosity, learning interest, but when learned atoms, molecules, ions, elemental symbols, Especially after the chemical formula and the chemical equation, a considerable number of students gradually lost their interest and confidence in learning chemistry, and felt that chemistry was difficult to learn, so that the first break point of chemistry learning appeared. In order to help the students break through the break point, To improve teachers' current teaching strategies, this study adopts questionnaire, test test and interview methods to investigate and analyze the current situation of chemical language learning difficulties of ninth grade students from the aspects of students' learning concepts and learning methods, etc. Aware that the main reasons that affect students' difficulty in learning chemical terms are: although students are able to realize the importance of knowledge of chemical terms, they are unable to arouse interest in learning because of their dull and difficult memorization; and they are not aware of the instrumental role of knowledge of chemical terms, Narrow views, difficulties in written expression, bias against chemistry, etc., based on relevant learning theories, based on these reasons for the difficulties, This paper tries to put forward seven specific strategies to improve the teaching of chemical terms in grade 9: teachers should guide students to understand the importance of chemical language knowledge correctly, teachers should adopt the teaching method of combining macro, micro and sign, and teachers should infiltrate in advance. Gradually spread the knowledge of chemical terms into each class: teachers should guide and assist students to strengthen systematic learning methods; teachers should strengthen the requirements of norms to promote students to develop good study habits; teachers should increase training, Teachers should help students to abandon the shackles of pre-concept. Finally, the teaching strategy should be applied to the practice of teaching practice to verify its feasibility and effectiveness. It provides a practical basis for the teaching of chemical terms in Grade 9.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.8

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本文編號(hào)：1614307