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  本文選題：學科交叉 + 教育價值��； 參考：《新疆師范大學》2015年碩士論文

【摘要】：學科交叉教學是培養(yǎng)學生綜合能力的重要途徑之一,通過學科間的橫向聯(lián)系也能有效的提高教學效率。學科交叉教學的實施需要建立在知識的交叉點和學生對知識建構(gòu)的基礎(chǔ)上,立足于學科交叉的研究,梳理理綜學科知識的交叉點,分析交叉知識在學科模塊的編排順序和教育價值的體現(xiàn),對于交叉教學中生物、物理學科知識與化學知識的有效滲透具有重要意義。本研究在學科交叉研究相關(guān)文獻的基礎(chǔ)上,以新疆伊犁霍城縣某中學的高三、高一學生和高中化學教師作為調(diào)查對象,通過問卷調(diào)查分析了學生和教師對學科交叉知識的認識及其學科交叉教學實施狀況。研究發(fā)現(xiàn)調(diào)查的92.7%的高一學生和95.0%的高三學生都認為化學與其他學科存在著一定的聯(lián)系,學生在所做的化學試題中也會涉及其他學科的知識。在教學實施的選擇上,79.3%的高一學生和84.3%的高三學生都希望化學教學中引入其他學科知識。通過對教師的調(diào)查發(fā)現(xiàn)大部分的教師在教學過程都會嘗試著引入其他學科知識,但是學科交叉教學實施的并不理想,主要原因之一是教師對相關(guān)學科知識的欠缺。本研究針對學科交叉知識分析的主要工作是:基于人教版高中7本化學、12本物理和6本生物教材的知識進行系統(tǒng)的歸納和整理,梳理出化學與生物、化學與物理學科的交叉知識,化學與生物學科間存在34個交叉知識點,涉及生物44節(jié)的內(nèi)容,化學與物理學科有21個交叉知識點,涉及物理26節(jié)的內(nèi)容,交叉知識主要涉及物質(zhì)結(jié)構(gòu)、有機化學和反應(yīng)原理類別的知識。通過對交叉知識在學科模塊的編排順序和教育價值的分析發(fā)現(xiàn),基于學生對物理、生物學科知識的學習經(jīng)驗進行學科知識的引入,才利于學科交叉教學過程中學生對化學知識的意義建構(gòu),生物中生命和物理中科學實驗、科學理論的學習,利于化學的教學中STSE和HPS教學模式的運用,促進化學知識的橫向和縱向的拓展。本研究結(jié)果有助于教師認識到理綜學科知識的關(guān)聯(lián)性和學科交叉教學的意義,通過多角度對化學知識的學習,利于化學教材知識的動態(tài)性、生成性和開放性,最終為化學教學中較好的滲透學科知識奠定一定的基礎(chǔ)。
[Abstract]:Interdisciplinary teaching is one of the important ways to cultivate students' comprehensive ability. The implementation of interdisciplinary teaching needs to be based on the intersection of knowledge and the construction of knowledge by students, based on the research of subject intersection, and to sort out the intersection of subject knowledge. It is of great significance to analyze the arrangement order and educational value of cross-knowledge in discipline modules for the effective infiltration of biological, physical and chemical knowledge in cross-teaching. On the basis of the relevant literature of interdisciplinary research, this study takes senior three, first grade students and senior chemistry teachers in a middle school in Huocheng County, Xinjiang as the objects of investigation. This paper analyzes the students' and teachers' understanding of the subject crossing knowledge and the implementation of the subject crossing teaching through the questionnaire survey. The study found that 92.7% of the freshmen and 95.0% of the senior high school students all thought that chemistry had some relationship with other subjects, and that the students would also involve the knowledge of other subjects in the chemistry test. 79.3% of the first and 84.3% of senior high school students hope to introduce other subjects in chemistry teaching. Through the investigation of teachers, it is found that most teachers will try to introduce knowledge of other subjects in the teaching process, but the implementation of interdisciplinary teaching is not ideal, one of the main reasons is the lack of teachers' knowledge of related subjects. The main work of this study is to summarize and sort out the knowledge of chemistry and biology based on the knowledge of 7 chemistry books and 12 physics textbooks and 6 biology textbooks in senior high school. There are 34 cross-knowledge points between chemistry and biology, involving 44 sections of biology, 21 cross-knowledge points of chemistry and physics, and 26 sections of physics. Cross-knowledge mainly involves knowledge of material structure, organic chemistry, and principles of reaction. Through the analysis of the arrangement order and educational value of cross-knowledge in the subject module, it is found that the introduction of subject knowledge is based on the students' learning experience of physics and biology. Only in the process of interdisciplinary teaching, can students construct the meaning of chemical knowledge, experiment in life and physics in biology, learn scientific theory, and apply STSE and HPS teaching mode in chemistry teaching, which is beneficial to the construction of chemistry knowledge in middle school students, the scientific experiment in biology and physics, and the study of scientific theory. Promote the horizontal and vertical expansion of chemical knowledge. The results of this study are helpful for teachers to realize the relevance of science knowledge and the significance of interdisciplinary teaching, and to study chemistry knowledge from many angles, which is beneficial to the dynamic, generative and open nature of chemistry textbook knowledge. Finally, it lays a certain foundation for the better permeation of subject knowledge in chemistry teaching.
【學位授予單位】：新疆師范大學
【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：1907537