本文選題：有限教學(xué) + 教學(xué)行為�。� 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：教學(xué)中,教師需要依據(jù)化學(xué)課程標(biāo)準(zhǔn),遵循學(xué)生的發(fā)展規(guī)律,以有限的教學(xué)資源為基礎(chǔ),利用自身有限的認(rèn)識(shí)、分析和判斷能力對(duì)教學(xué)內(nèi)容進(jìn)行重新組合,通過(guò)多種多樣的行為手段呈現(xiàn)給學(xué)生,以獲得學(xué)生全面發(fā)展的高效教學(xué)。否則,教學(xué)會(huì)出現(xiàn)超標(biāo)、超綱、超時(shí)等過(guò)度現(xiàn)象,或教學(xué)盲目、效果欠缺等不足現(xiàn)象�？傊�,化學(xué)教學(xué)是有限的,教學(xué)行為也是有限的,會(huì)受到化學(xué)課程標(biāo)準(zhǔn)、教學(xué)目標(biāo)、教學(xué)主體自身因素、教學(xué)資源及教學(xué)時(shí)空等因素限制和影響。本文在查閱大量相關(guān)文獻(xiàn)、學(xué)習(xí)相關(guān)理論的基礎(chǔ)上,分析化學(xué)教學(xué)行為的有限性,深入高中化學(xué)課堂后發(fā)現(xiàn)教師對(duì)教學(xué)行為的認(rèn)識(shí)、觀念及其操作均存在不足。進(jìn)一步調(diào)查,了解到高中化學(xué)教師教學(xué)行為存在科學(xué)理論指導(dǎo)不夠、多以教學(xué)經(jīng)驗(yàn)為基礎(chǔ)、教學(xué)行為技術(shù)化、限制性突出、缺乏突破性等問(wèn)題。因此,化學(xué)教師應(yīng)重視相關(guān)理論的學(xué)習(xí),強(qiáng)化教學(xué)行為有限性的觀念,優(yōu)化改善教學(xué)行為、適度教學(xué)、量力而行,實(shí)現(xiàn)高效教學(xué)。
[Abstract]:In teaching, teachers need to recombine the teaching contents according to the chemistry curriculum standard, follow the law of students' development, take limited teaching resources as the foundation, utilize their own limited cognition, analyze and judge the content of teaching. Through a variety of behavioral means presented to students in order to achieve comprehensive development of high-efficiency teaching. Otherwise, the teaching will appear excessive phenomenon, such as over-standard, over-outline, overtime, or teaching blind, lack of effect and other insufficient phenomena. In short, chemistry teaching is limited and teaching behavior is limited, which will be restricted and influenced by chemistry curriculum standard, teaching goal, teaching subject's own factors, teaching resources and teaching time and space. On the basis of consulting a large number of relevant documents and learning relevant theories, this paper analyzes the limitation of chemistry teaching behavior, and finds out that teachers' understanding of teaching behavior, ideas and operation are insufficient after going deep into chemistry classroom in senior high school. Through further investigation, it is found that the teaching behavior of chemistry teachers in senior high school is lack of scientific and theoretical guidance, based on teaching experience, technicalization of teaching behavior, protruding limitation, lack of breakthrough and so on. Therefore, chemistry teachers should pay attention to the study of relevant theories, strengthen the concept of limited teaching behavior, optimize and improve teaching behavior, moderate teaching, and do according to their capabilities, so as to achieve efficient teaching.
【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

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉美麗;董素靜;馬占江;;高中化學(xué)教師課堂教學(xué)行為有效性分析——以“難溶電解質(zhì)的溶解平衡”一課為例[J];化學(xué)教育;2013年06期

2 何云;;教學(xué)行為研究綜述[J];考試周刊;2009年21期

3 冷燕平;;“實(shí)驗(yàn)化學(xué)”課程的地位、價(jià)值與制約因素[J];課程.教材.教法;2007年07期

4 蓋立春;鄭長(zhǎng)龍;;“梯形對(duì)應(yīng)”與“樹(shù)型分叉”:化學(xué)課堂教學(xué)行為典型微觀結(jié)構(gòu)解析[J];化學(xué)教學(xué);2012年12期

5 羅祖兵;;“過(guò)度教導(dǎo)”的危害與矯正對(duì)策[J];課程.教材.教法;2013年10期

6 吳先強(qiáng);韋斯林;;國(guó)外認(rèn)知負(fù)荷理論與有效教學(xué)的研究進(jìn)展及啟示[J];全球教育展望;2009年02期

7 張建瓊;國(guó)內(nèi)外課堂教學(xué)行為研究之比較[J];外國(guó)教育研究;2005年03期

8 錢(qián)士寬;郭斌;;作業(yè)設(shè)計(jì)應(yīng)把握好四個(gè)“度”[J];中國(guó)教育學(xué)刊;2011年04期

9 柴軍應(yīng);;論合理的課堂教學(xué)容量[J];中國(guó)教育學(xué)刊;2014年06期

，

本文編號(hào)：1823428