本文選題：導(dǎo)學(xué)互動 + 教學(xué)模式��； 參考：《河南大學(xué)》2015年碩士論文

【摘要】：《普通高中化學(xué)課程標(biāo)準(zhǔn)》認(rèn)為,在高中化學(xué)教學(xué)活動中,教師與學(xué)生應(yīng)該共同參與,積極互動,攜手并進(jìn)�；瘜W(xué)教學(xué)活動應(yīng)該是一個生動活潑的、主動參與的和富有啟發(fā)性的過程。這意味著教師與學(xué)生不再是給予和被給予的關(guān)系,課堂教學(xué)也不再是單純的講授課本知識與生硬的記憶知識的過程,而應(yīng)該是教師與學(xué)生啟蒙與發(fā)現(xiàn)、交流與合作、互動與探究、質(zhì)疑與解疑的過程。隨著當(dāng)代教育改革的不斷深入,”導(dǎo)學(xué)互動”式的教學(xué)應(yīng)運而生,逐漸成為化學(xué)教學(xué)過程中強(qiáng)有力的理論支柱�！皩�(dǎo)學(xué)互動”教學(xué)模式是以“導(dǎo)學(xué)結(jié)合”和“互動探究”為特征的教學(xué)模式。它的教學(xué)理念是“變教為導(dǎo),以導(dǎo)促學(xué),學(xué)思結(jié)合,導(dǎo)學(xué)互動”。這一教學(xué)模式分為四個環(huán)節(jié)：第一環(huán)是“提綱導(dǎo)學(xué)”,教師先根據(jù)教學(xué)內(nèi)容創(chuàng)設(shè)問題情境,然后出示預(yù)先編好的“導(dǎo)學(xué)提綱”,學(xué)生根據(jù)“導(dǎo)學(xué)提綱”對教材進(jìn)行自學(xué)。第二環(huán)是“合作互動”,根據(jù)學(xué)生自學(xué)導(dǎo)學(xué)提綱的情況,在教師的引導(dǎo)下進(jìn)行討論交流自學(xué)難以解決和有探究價值的問題,共性問題由教師精講。第三環(huán)是“導(dǎo)學(xué)歸納”,先讓學(xué)生利用板書對教學(xué)內(nèi)容進(jìn)行回顧,提煉出教學(xué)內(nèi)容的精要,教師再引導(dǎo)學(xué)生通過分析、比較、歸納、總結(jié)等方式將本節(jié)知識融入學(xué)生已有知識構(gòu)架,并加以提升。第四環(huán)是“拓展訓(xùn)練”,教師精選訓(xùn)練題。讓學(xué)生進(jìn)行自查和拓展運用,同時讓學(xué)生嘗試自編訓(xùn)練題,展示出來共享。本文首先通過文獻(xiàn)研究法和文本分析法,闡述教學(xué)模式的研究現(xiàn)狀和發(fā)展趨勢,高中化學(xué)的學(xué)科特點以及研究的背景與意義；探究認(rèn)知學(xué)習(xí)理論對導(dǎo)學(xué)互動教學(xué)模式的支持,然后結(jié)合導(dǎo)學(xué)互動教學(xué)模式基本構(gòu)架和本人及多位一線高中化學(xué)教師的實踐經(jīng)驗,總結(jié)出導(dǎo)學(xué)互動教學(xué)模式在高中化學(xué)教學(xué)中的實施策略和師生評價體系,最后進(jìn)行教學(xué)實驗,選取淅川縣第一高級中學(xué)兩個平行班級作為實驗班和對比版,分別使用“導(dǎo)學(xué)互動”教學(xué)模式和傳統(tǒng)教學(xué)模式進(jìn)行為期半年的授課實踐,從教學(xué)效果對比分析證明“導(dǎo)學(xué)互動”教學(xué)模式的可行性和實用性。本研究的創(chuàng)新之處在于：本文結(jié)合本人的高中化學(xué)教學(xué)實踐,對比傳統(tǒng)教學(xué)模式,對“導(dǎo)學(xué)互動”教學(xué)模式進(jìn)行研究。首次結(jié)合教育學(xué)、心理學(xué)理論知識,從理論的層面上為“導(dǎo)學(xué)互動”教學(xué)模式提供理論支撐及可行性分析；首次運用實際案例及教學(xué)實驗,從實踐的層面上驗證“導(dǎo)學(xué)互動”教學(xué)模式的可行性及實用性。本課題期望能夠為高中化學(xué)教師提供一種具有實踐性和可操作性的教學(xué)模式,同時能夠為從事高中化學(xué)教學(xué)研究的教師提供以一些研究方法上的借鑒,具有一定的實踐價值和學(xué)術(shù)價值。
[Abstract]:The Standard of Chemistry Curriculum in Senior High School holds that in the teaching activities of chemistry in senior high school, teachers and students should participate together, interact actively and advance hand in hand. Chemistry teaching should be a lively, active and enlightening process. This means that teachers and students are no longer the relationship between giving and being given, and classroom teaching is no longer simply a process of teaching textbook knowledge and stiff memory knowledge, but rather a process of enlightenment, discovery, communication and cooperation between teachers and students. The process of interaction and inquiry, questioning and dissolving. With the deepening of contemporary education reform, the interactive teaching of "guiding learning" emerges as the times require, and has gradually become a powerful theoretical pillar in the process of chemistry teaching. The teaching mode of "guiding and learning interaction" is characterized by "combination of guidance and learning" and "interactive inquiry". Its teaching idea is "changing teaching into guidance, promoting learning by guidance, combining learning with thought, and interaction between guidance and learning". This teaching model is divided into four links: the first is "outline learning guide", the teacher first creates the problem situation according to the teaching content, and then shows the pre-compiled "guide learning outline", and the students learn by themselves according to the "guide learning outline". The second link is "cooperation and interaction". According to the outline of students' self-study guidance, it is difficult to solve and explore the problems of self-study through discussion and communication under the guidance of teachers, and the common problems are discussed by teachers. The third link is the "induction of learning guidance". First, let students review the teaching contents by using blackboard writing to extract the essence of the teaching content. Then the teacher guides the students through analysis, comparison and induction. Summary and other ways to integrate this section of knowledge into the existing knowledge structure of students, and promote it. The fourth link is the expansion training, the teacher selects the training question. Let students conduct self-examination and expand their use, and let students try to make up their own training questions and share them. Firstly, through the method of literature research and text analysis, this paper expounds the present situation and development trend of the teaching model, the characteristics of chemistry in senior high school, the background and significance of the research, and explores the support of cognitive learning theory to the interactive teaching model of guiding learning. Then combining with the basic framework of the interactive teaching model and the practical experience of myself and many first-line senior high school chemistry teachers, this paper summarizes the implementation strategy and the evaluation system of teachers and students in the chemistry teaching of senior high school. Finally, the teaching experiment is carried out. Two parallel classes in Xichuan No. 1 Senior Middle School are chosen as the experimental class and the contrast edition, and the practice of teaching is carried out for half a year using the interactive teaching mode of "guiding learning" and the traditional teaching mode respectively. This paper proves the feasibility and practicability of the teaching mode of "guiding and learning interaction" from the comparative analysis of teaching effect. The innovation of this study lies in: this paper, combining with my senior high school chemistry teaching practice, contrasts with the traditional teaching mode, and studies the teaching mode of "guiding learning interaction". Combining pedagogy and psychology theory knowledge for the first time, it provides theoretical support and feasibility analysis for the teaching mode of "guiding learning interaction" from the theoretical level, and uses practical cases and teaching experiments for the first time. To verify the feasibility and practicability of the teaching mode of "guiding learning interaction" from the aspect of practice. This topic is expected to provide a practical and operational teaching model for senior high school chemistry teachers, at the same time, it can provide some research methods for teachers engaged in high school chemistry teaching research. Have certain practice value and academic value.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 趙敏;在高中化學(xué)教學(xué)中實施“科際聯(lián)系”的研究[J];教育探索;2001年06期

2 程波;初、高中化學(xué)教學(xué)的銜接[J];四川教育學(xué)院學(xué)報;2001年S2期

3 張淑蘭;在高中化學(xué)教學(xué)中加強(qiáng)學(xué)生科學(xué)方法、能力的培養(yǎng)[J];四川教育學(xué)院學(xué)報;2003年12期

4 何健;淺談初中與高中化學(xué)教學(xué)的銜接[J];教學(xué)與管理;2003年09期

5 李春姬;高中化學(xué)教學(xué)中學(xué)生自主創(chuàng)新學(xué)習(xí)能力的培養(yǎng)[J];延邊教育學(xué)院學(xué)報;2004年01期

6 趙安興 ,馮英明 ,祁建平 ,孫美清 ,李潤香;初、高中化學(xué)教學(xué)銜接問題研究[J];教學(xué)與管理;2004年09期

7 陳獻(xiàn)忠;新課標(biāo)下高中化學(xué)教學(xué)目標(biāo)的編制[J];教學(xué)與管理;2004年19期

8 鹿文強(qiáng);;高中化學(xué)教學(xué)中實施研究性學(xué)習(xí)的探索與實踐[J];中小學(xué)教師培訓(xùn);2005年04期

9 康來俊;初高中化學(xué)教學(xué)如何銜接[J];中國民族教育;2005年04期

10 陳善新;;初高中化學(xué)教學(xué)銜接之淺談[J];中國教育研究論叢;2005年00期

相關(guān)會議論文 前10條

1 王莉;;從“探究式教學(xué)”到“研究性學(xué)習(xí)”——淺談高中化學(xué)教學(xué)中的一點體會[A];第四屆全國中學(xué)化學(xué)教學(xué)研討會論文集（三）[C];2004年

2 鄭立國;;高中化學(xué)教學(xué)大綱調(diào)整特點及學(xué)習(xí)體會[A];第四屆全國中學(xué)化學(xué)教學(xué)研討會論文集（三）[C];2004年

3 段昌平;;例談在高中化學(xué)教學(xué)中滲透思想政治素質(zhì)教育[A];第四屆全國中學(xué)化學(xué)教學(xué)研討會論文集（三）[C];2004年

4 徐曉暉;;高中化學(xué)教學(xué)反思之我見[A];湖北省中學(xué)化學(xué)“兩學(xué)會”第七屆會員代表大會文件和論文集[C];2007年

5 鎖應(yīng)文;;新課改下高中化學(xué)教學(xué)的探討[A];甘肅省化學(xué)會二十六屆年會暨第八屆中學(xué)化學(xué)教學(xué)經(jīng)驗交流會論文集[C];2009年

6 鐘文麗;;新課改下微型化學(xué)在高中化學(xué)教學(xué)中的實踐與思考[A];微型化學(xué)實驗專輯論文集[C];2004年

7 魯氫;;在高中化學(xué)教學(xué)中培養(yǎng)學(xué)生提問能力的策略[A];中國化學(xué)會第二十五屆學(xué)術(shù)年會論文摘要集（下冊）[C];2006年

8 王連榮;;在高中化學(xué)教學(xué)中培養(yǎng)學(xué)生的創(chuàng)新能力[A];第三屆中學(xué)化學(xué)教學(xué)優(yōu)秀論文交流暨表彰大會論文集[C];2006年

9 郭t煷，

本文編號：1897659