發(fā)布時(shí)間：2018-03-20 13:09

  本文選題：高中化學(xué)　切入點(diǎn)：大學(xué)化學(xué)　出處：《湖南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：為了了解新課程改革后,當(dāng)前高中化學(xué)與大學(xué)化學(xué)之間的銜接現(xiàn)狀及存在的問題,本人進(jìn)行了中學(xué)與大學(xué)化學(xué)教材的分析研究和對大一新生化學(xué)學(xué)習(xí)情況的調(diào)查訪談。首先,本研究選取了人教版高中化學(xué)教材和湖南大學(xué)、湖南師范大學(xué)以及衡陽師范學(xué)院三所高校所使用的三個(gè)不同版本《無機(jī)化學(xué)》教材為材料,對其知識內(nèi)容、知識結(jié)構(gòu)以及編排順序方面進(jìn)行教材的分析比較,以了解當(dāng)前高中化學(xué)教材與大學(xué)化學(xué)教材知識的銜接情況,并指出教師應(yīng)該注重做好教學(xué)銜接的地方及具體措施;然后采用中國科學(xué)院專家編制的封閉式調(diào)查問卷對來自湖南大學(xué)、湖南師范大學(xué)以及衡陽師范學(xué)院三所高校的化學(xué)類專業(yè)的大一新生共計(jì)620人在第一學(xué)期開始之初進(jìn)行問卷調(diào)查。通過研究分析,對該次調(diào)查結(jié)果未能明確的問題及有待繼續(xù)調(diào)查的方面再次編制封閉式補(bǔ)充調(diào)查問卷,于第一學(xué)期即將結(jié)束之際,從曾接受過第一次問卷調(diào)查的新生中隨機(jī)抽取300名學(xué)生再次進(jìn)行調(diào)查。通過對教材的研究及兩次調(diào)查問卷的結(jié)果進(jìn)行整理分析,得出了以下結(jié)論:(1)由于高中所選教材模塊不同,學(xué)生進(jìn)入大學(xué)時(shí)的化學(xué)知識儲備不同,大學(xué)化學(xué)教學(xué)卻不能做到有針對性的因材施教,當(dāng)前中學(xué)化學(xué)與大學(xué)化學(xué)知識的銜接非常薄弱。(2)高中階段與大學(xué)階段的化學(xué)教育在教學(xué)方式上并沒有適當(dāng)?shù)剡M(jìn)行有效的銜接,高中化學(xué)教學(xué)圍繞考試而進(jìn)行,大學(xué)化學(xué)教學(xué)授課速度快、知識容量大,由于缺乏必要的過度銜接,學(xué)生剛進(jìn)入大學(xué)時(shí)一下子難以適應(yīng)。(3)由于中學(xué)的條件限制和高考僅考知識性內(nèi)容,中學(xué)普遍重視知識教學(xué),忽視實(shí)驗(yàn)教學(xué),學(xué)生動(dòng)手實(shí)驗(yàn)的機(jī)會較少,動(dòng)手能力和自主探究意識不強(qiáng),而大學(xué)階段的化學(xué)實(shí)驗(yàn)占有重要地位,且重視學(xué)生的動(dòng)手能力和自主意識。因此,中學(xué)化學(xué)實(shí)驗(yàn)教學(xué)與大學(xué)化學(xué)實(shí)驗(yàn)教學(xué)也缺乏較好的銜接。最后,基于以上三個(gè)方面的問題,本文進(jìn)行一定的分析研究,分別提出相應(yīng)的意見建議供參考。
[Abstract]:In order to understand the current situation and problems existing in the connection between senior high school chemistry and college chemistry after the new curriculum reform, I have conducted an analysis of chemistry teaching materials in middle schools and universities and an investigation and interview on freshmen's chemistry learning. First of all, In this study, three different versions of Inorganic Chemistry textbook used in Hunan University, Hunan normal University and Hengyang normal University were selected as materials, and their knowledge content was analyzed. This paper analyzes and compares the knowledge structure and the arrangement order of the teaching materials in order to understand the connection between the chemistry textbooks of senior high school and the college chemistry textbooks, and points out that teachers should pay attention to the places and concrete measures of teaching cohesion. Then, a closed questionnaire compiled by experts from the Chinese Academy of Sciences was used to analyze the data from Hunan University. A total of 620 freshmen majoring in chemistry in Hunan normal University and Hengyang normal University conducted a questionnaire survey at the beginning of the first semester. A closed supplementary questionnaire was again developed on questions that were not clear about the results of the survey and on those to be further investigated, towards the end of the first semester, 300 students were randomly selected from the freshmen who had been surveyed for the first time. Through the study of the teaching materials and the results of the two questionnaires, the following conclusions were drawn: 1) because of the different modules of the teaching materials chosen by the senior high school, When students enter the university, the chemical knowledge reserve is different, but the college chemistry teaching can not be targeted to teach students according to their aptitude. At present, the link between middle school chemistry and college chemistry knowledge is very weak. (2) Chemistry education in senior middle school and university does not have a proper and effective link in teaching methods, and chemistry teaching in senior high school is carried out around examinations. The teaching speed of college chemistry teaching is fast, and the knowledge capacity is large. Due to the lack of necessary excessive convergence, it is difficult for students to adapt to the condition of middle school when they enter university.) because of the condition of middle school and the examination of knowledge content in college entrance examination, the middle school generally attaches importance to knowledge teaching. Ignoring the experimental teaching, the students have less chance of hands-on experiment, less practical ability and self-inquiry consciousness, and the chemistry experiment in the university stage plays an important role, and attaches importance to the students' hands-on ability and autonomous consciousness. There is also a lack of good connection between chemistry experiment teaching in middle school and college chemistry experiment teaching. Finally, based on the above three problems, this paper makes some analysis and research, and puts forward corresponding suggestions for reference.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8;O6-4

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本文編號：1639214