本文選題：化學(xué)概念　切入點(diǎn)：迷思概念　出處：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：在越來越重視科學(xué)素養(yǎng)的當(dāng)今社會(huì),培養(yǎng)有素質(zhì)、有知識(shí)、有文化的現(xiàn)代青年成為我們國(guó)家發(fā)展的重中之重。我們期望學(xué)生不僅要學(xué)會(huì)知識(shí)、掌握知識(shí)更要運(yùn)用科學(xué)知識(shí),并且具有科學(xué)思維�；瘜W(xué)作為一門自然科學(xué),它與人類的社會(huì)生活密切相關(guān),因此我們教授和學(xué)習(xí)化學(xué)的方法要從生活實(shí)踐中來,我們學(xué)習(xí)化學(xué)的目的也是為了用到生活實(shí)踐中去。受到教育體制的影響,高中的化學(xué)教師與初中的化學(xué)教師很少有教育交流的機(jī)會(huì),并且在傳統(tǒng)的教學(xué)思路中,教師只重視自己的備課內(nèi)容,他們往往忽略了學(xué)生在初中學(xué)習(xí)的知識(shí)結(jié)構(gòu),忽略了學(xué)生個(gè)體通過社會(huì)生活的經(jīng)驗(yàn)體會(huì)而形成的化學(xué)前概念。在學(xué)生所獲取的這些前概念中,有些具有科學(xué)性,也會(huì)有部分與科學(xué)相悖。我們通常將這些與科學(xué)相悖的、不合邏輯的、不正確的化學(xué)概念稱為迷思概念。如何將科學(xué)的、正確的知識(shí)拓展延伸引入新的概念,以及如何讓學(xué)生從錯(cuò)誤的、非科學(xué)的迷思概念中產(chǎn)生認(rèn)知沖突,激發(fā)學(xué)生的思維,使學(xué)生能夠在教師的引導(dǎo)下通過獨(dú)立思考和小組討論來解決認(rèn)知沖突,讓他們深刻理解新概念的科學(xué)性是每個(gè)教育者應(yīng)當(dāng)思考的問題。本論文試圖探討如何創(chuàng)設(shè)認(rèn)知沖突來進(jìn)行高中化學(xué)概念教學(xué)。本文共分為以下四部分:第一部分,根據(jù)筆者教育實(shí)踐的體驗(yàn),深刻體會(huì)到迷思概念對(duì)高一學(xué)生學(xué)習(xí)化學(xué)的影響,以及認(rèn)知沖突教學(xué)策略對(duì)轉(zhuǎn)變迷思概念的作用,從而確定研究題目。進(jìn)而搜集、閱讀并整理國(guó)內(nèi)外關(guān)于認(rèn)知沖突的期刊文獻(xiàn),歸納總結(jié)出與本文有關(guān)的研究資料以及理論依據(jù),使論文具有豐富性。第二部分,依據(jù)筆者在大連市開發(fā)區(qū)一中實(shí)習(xí)的具體情況,針對(duì)《物質(zhì)的量》這一內(nèi)容,制定編輯了開放式調(diào)查問卷、訪談內(nèi)容以及二段式選擇測(cè)驗(yàn)試題。并且對(duì)教授課程的班級(jí)學(xué)生實(shí)施調(diào)查,記錄并分析結(jié)果,使論文具有針對(duì)性。第三部分,在實(shí)習(xí)基地教師的指導(dǎo)下,將認(rèn)知沖突教學(xué)策略運(yùn)用到教學(xué)中。結(jié)合教材,分別應(yīng)用到新課引入、知識(shí)點(diǎn)講解、實(shí)驗(yàn)教學(xué)以及習(xí)題分析中,使論文具有科學(xué)現(xiàn)實(shí)性。第四部分,根據(jù)授課的實(shí)踐體會(huì),筆者選擇《物質(zhì)的量》這一課題進(jìn)行具體研究,在調(diào)查學(xué)生迷思概念的基礎(chǔ)上,設(shè)計(jì)教學(xué)過程,充分應(yīng)用創(chuàng)設(shè)認(rèn)知沖突的教學(xué)策略在高一四班進(jìn)行教學(xué),使論文具有實(shí)踐創(chuàng)新性。
[Abstract]:In today's society more and more attention to the cultivation of scientific literacy, quality, knowledge, modern youth culture has become a priority among priorities of the development of our country. We expect the students not only learn knowledge, master the knowledge to use scientific knowledge, and has scientific thinking. As a natural science, and it is closely related to human social life, so the way we teach chemistry learning and life from the practice, we study chemistry also aims to use life practice. Affected by the education system, the chemistry teachers of junior high school chemistry teachers with few opportunities for educational exchanges, and the traditional teaching ideas, teachers only pay attention to the content of their lessons, they tend to ignore the knowledge structure of students in junior high school learning, ignore the individual students through social life experience and the formation of the chemical Concepts. These concepts before obtaining in the students, there is scientific, and there will be some unscientific. We are science and inconsistent, illogical, chemical concepts incorrectly referred to as misconceptions. How to scientific, correct knowledge extension to introduce new concepts, and how to let the student from the wrong, produced conflict non scientific misconceptions, stimulate students thinking, to enable students to solve cognitive conflict under the guidance of teachers through independent thinking and group discussion, let them scientific understanding of new concept is that every educator should think about the problem. This thesis tries to explore how to the creation of cognitive conflict of high school chemistry concept teaching. This article is divided into four parts: the first part, according to the education and practice experience, deeply appreciate the misconceptions learning of high school The influence of science, and cognitive conflict teaching strategy to change misconceptions, so as to determine the research topic. Then collect, read and periodical literature on cognitive conflict at home and abroad, summed up the research data and theoretical basis, the thesis is rich. The second part, based on the specific circumstances of the author in practice Dalian City Development Zone in the amount of substance, "> this content, making the editing of open questionnaire, interviews and two segment selection test. And the course class implementation of investigation, analysis and record the results, the paper has targeted. In third part, practice base under the guidance of teachers, will use cognitive conflict teaching strategies in teaching. Combined with teaching materials, are applied to the introduction to new lessons, knowledge explanation, experiment teaching and exercise analysis, the paper has a Learn the reality. The fourth part, according to the experience of teaching practice, the author chooses this topic < > the amount of substance for specific research, based on the investigation of students' misconceptions on the design of the teaching process, the full application of the creation of cognitive conflict teaching strategies for teaching in class 14, the dissertation has innovative practice.

【學(xué)位授予單位】：遼寧師范大學(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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