發(fā)布時間：2018-05-16 17:46

  本文選題：初中生 + 化學符號��； 參考：《四川師范大學》2015年碩士論文

【摘要】：化學符號是用來表示物質組成、結構以及變化過程的特有符號,具有國際通用性。作為化學學科的專用語言,化學符號是學習化學知識的基礎,是交流化學技術的工具,也是人們理解化學世界的橋梁。在化學學習的啟蒙時期,學習者便伴隨著元素符號、化學式以及化學方程式等基本化學符號的學習。啟蒙時期的化學符號學習情況對后續(xù)的化學學習有著重要影響。因此,學生化學符號的學習困難以及教師的化學符號教學方法,是很有必要從實踐和理論方面進行研究的。本研究以初三年級學生為研究對象,化學符號知識為載體,試圖探尋不同學習能力學生的化學符號學習情況,并重點回答以下幾個問題:(1)在化學學習的啟蒙時期,不同學習能力學生對化學符號知識的學習觀念及態(tài)度如何?學習方法有何差異?(2)不同學習能力學生對化學符號的認識、理解和運用是否存在差異?差異狀況如何?造成差異的原因是什么?(3)不同學習能力學生化學符號的學習過程怎樣?存在什么樣的差異?(4)在實際教學中,針對不同學習能力的學生,教師可采用哪些有效的教學方法來促進他們對化學符號知識的學習?本文采用文獻法、問卷調查法、測量法,對不同學習能力學生學習化學符號過程中存在的差異進行了調查和研究。整個論文的研究工作分為四部分。第一部分是問題的提出,研究者首先從義務教育化學課程標準,義務教育九年級化學教科書,以及研究者兩年的初中化學教學經驗三個方面出發(fā),提出本研究的緣由并闡述研究的意義。接著,采用文獻分析法進行理論研究,歸納整理了國內外已有的有關“化學符號”和“化學學習差異”的相關文獻并對文獻做出相應的分析。第二部分內容是對本研究的綜述,包括“研究基礎”、“研究對象”和“研究設計思路”。在“研究基礎”部分,研究者通過文獻分析,整理了不同學者對化學符號的界定和分類,進而構建了本研究中的化學符號體系,接著詳細分析了義務教育化學課程標準對“化學符號”這一部分知識所作的目標要求以及義務教育九年級化學上冊中“化學符號”的分布情況�！把芯繉ο蟆辈糠�,研究者首先分析了學生的各方面情況,然后根據(jù)學生八年級下學期成績將學生分為學優(yōu)生、中等生和學困生,以便進行后續(xù)的差異性研究。最后,基于研究基礎和研究對象的分析研究,提出了本研究的“研究設計思路”。第三部分是本研究的主體部分,包括兩個方面的內容。一個方面是通過問卷調查的方式了解不同學習能力的學生化學符號的學習現(xiàn)狀,揭示他們學習化學符號的態(tài)度、觀念和方法,為后面的研究提供參考和依據(jù)。另一個方面是根據(jù)初中階段化學符號的實際教學進度,實時跟蹤測評不同學習能力學生化學符號的學習過程。測評主要有兩個維度,其一是學生維度,既按學習能力將學生劃分為學優(yōu)生、中等生和學困生;另一個是知識的維度,既將化學符號知識由淺到深劃分為符號的認識、符號的理解和符號的運用。對測評數(shù)據(jù)分析,以圖表的方式展示出不同學習能力學生學習化學符號的差異,為后續(xù)的結論部分提供依據(jù)。最后部分本研究總結與思考,研究者根據(jù)第二部分的有關數(shù)據(jù)結果,歸納整理了本研究的結論和啟示,并提出相應的教學建議,最后對本研究的不足進行了分析,為后續(xù)的進一步研究提出相應建議。
[Abstract]:Chemical symbols are the unique symbols used to represent the composition, structure and process of the matter, which have international universality. As a special language for chemistry, chemical symbols are the basis for learning chemical knowledge, a tool for exchanging chemical technology, and a bridge to the understanding of the chemical world. In the age of Enlightenment of chemical learning, the learners accompanied them. The study of basic chemical symbols such as element symbols, chemical and chemical equations. The learning of chemical symbols in the Enlightenment period has an important influence on the subsequent chemical learning. Therefore, it is very necessary to study the learning difficulties of the students' chemical symbols and the teaching methods of chemical symbols of the teachers. This study takes junior grade students as the research object and the chemical symbol knowledge as the carrier, trying to explore the chemical symbol learning of students with different learning abilities, and to answer the following questions: (1) what is the learning concept and attitude of students with different learning abilities to chemical symbol knowledge in the age of Enlightenment of chemistry learning? What is the learning method Differences? (2) is there any difference in understanding, understanding and application of chemical symbols by students with different learning abilities? What are the reasons for the difference? (3) what are the learning processes of chemical symbols for different learning abilities? (4) in practical teaching, teachers can pick up the students with different learning abilities What effective teaching methods are used to promote their learning of chemical symbols? This paper investigates and studies the differences in the process of learning chemical symbols for students with different learning abilities. The research work of the whole thesis is divided into four parts. The first part is the proposal and study of the problem. First of all, from the compulsory education chemistry curriculum standard, the nine grade chemistry textbook of compulsory education, and the three two years' junior high school chemistry teaching experience, the reason of this study is put forward and the significance of the research is expounded. Then, the literature analysis method is used to carry out the theoretical research and summarize the existing "chemical symbols" at home and abroad. "" and "chemical learning differences" related literature and make a corresponding analysis of the literature. The second part is a summary of this study, including the "Research Foundation", "research object" and "research design ideas". In the "Research Foundation" part, the researcher collated the definition of chemical symbols by different scholars through the literature analysis. And then the chemical symbol system in this study is constructed, and then the goal of the compulsory education chemistry curriculum standard on the "chemical symbol" and the distribution of "chemical symbol" in the nine grade chemical book of compulsory education are analyzed in detail. And then, according to the grades of the next semester of the students in grade eight, the students are divided into eugenics, middle students and students of learning difficulties in order to carry out the follow-up study. Finally, based on the analysis and research of the research basis and research objects, the "research design ideas" of this study are put forward. The third part is the main part of this study, including two One aspect is to understand the learning status of chemical symbols of students with different learning abilities through a questionnaire survey, and to reveal their attitude, ideas and methods for learning chemical symbols, and to provide reference and basis for the later research. The other is to follow the actual teaching progress of the chemical symbols in the junior middle school. Assessment of the learning process of chemical symbols for students with different learning ability. The assessment is mainly two dimensions, one is the student dimension, which is divided into students, middle students and students with learning difficulties according to their learning ability; the other is the dimension of knowledge, which not only divides the knowledge of chemical symbols from shallow to deep into symbols, but also the understanding of symbols and the use of symbols. The analysis of the evaluation data shows the differences in the learning chemistry symbols of students with different learning abilities, and provides the basis for the follow-up conclusion. The last part of this study summarizes and thinks. According to the data of the second parts, the researchers summed up the conclusions and Enlightenment of the research, and put forward the corresponding teaching suggestions. Finally, the deficiencies of this study are analyzed, and corresponding suggestions for further research are provided.

【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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本文編號：1897817