發(fā)布時間：2018-06-04 11:42

  本文選題：核心概念 + 學(xué)習(xí)進(jìn)階　； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：筆者結(jié)合2014年全國新課標(biāo)高考化學(xué)考試大綱對“電解質(zhì)溶液”所作的內(nèi)容與要求,對中學(xué)化學(xué)教科書(人教版)中所涉及的相關(guān)基本概念和基本理論進(jìn)行分學(xué)段整理,通過研讀《初中化學(xué)課程標(biāo)準(zhǔn)(修訂稿)》和《普通高中化學(xué)課程標(biāo)準(zhǔn)》中所涉及的相關(guān)內(nèi)容標(biāo)準(zhǔn),將整理出的相關(guān)基本概念和基本理論通過概念圖進(jìn)行梳理,從而概括出中學(xué)化學(xué)“電解質(zhì)溶液”領(lǐng)域的核心概念有3個,分別是:電離、離子反應(yīng)、勒夏特列原理。筆者通過進(jìn)一步分析課標(biāo)、考綱與學(xué)生對“電解質(zhì)溶液”領(lǐng)域相關(guān)內(nèi)容的迷思概念的已有研究,并進(jìn)行梳理,確定出相應(yīng)核心概念的學(xué)習(xí)進(jìn)階。在此基礎(chǔ)上,筆者對中學(xué)化學(xué)“電解質(zhì)溶液”核心概念的學(xué)習(xí)進(jìn)階進(jìn)行實證研究。筆者以高一必修1“離子反應(yīng)”教學(xué)內(nèi)容為例,對該內(nèi)容設(shè)計兩份教學(xué)方案,第一份按照傳統(tǒng)的教學(xué)模式進(jìn)行設(shè)計,第二份參照已規(guī)劃的學(xué)習(xí)進(jìn)階圍繞核心概念進(jìn)行設(shè)計。在高一第一學(xué)期,筆者按照第一份教學(xué)方案在實驗班和對照班進(jìn)行教學(xué)。在第二學(xué)期初,筆者在實驗班和對照班中對這一教學(xué)內(nèi)容進(jìn)行前測,后利用學(xué)生的晚自習(xí)時間在對照班中繼續(xù)參照第一份教學(xué)方案進(jìn)行第二次教學(xué),在實驗班中使用第二份教學(xué)方案進(jìn)行教學(xué),這一章節(jié)內(nèi)容授課后對兩個班進(jìn)行后測。通過將兩個班級的前后測成績進(jìn)行比較,并作分析得出“電解質(zhì)溶液”相關(guān)核心概念的學(xué)習(xí)進(jìn)階對學(xué)生的學(xué)、教師的教具有促進(jìn)作用。
[Abstract]:According to the contents and requirements of "electrolyte solution" in the outline of the 2014 National New Curriculum Standard College entrance examination, the author collates the relevant basic concepts and theories involved in the middle school chemistry textbook (personal Education Edition). By studying the relevant content standards of Chemistry Curriculum Standard of Junior Middle School (revised draft) and Chemistry Curriculum Standard of General Senior High School, the related basic concepts and theories are sorted out through concept map. There are three core concepts in the field of "electrolyte solution" in middle school chemistry, which are ionization, ion reaction and Leichtleigh principle. Through further analysis of curriculum standard, examination outline and students' existing research on the misconceptions of the relevant contents in the field of "electrolyte solution", the author has sorted out the corresponding core concepts and determined the learning level of the corresponding core concepts. On this basis, the author makes an empirical study on the core concept of "electrolyte solution" in middle school chemistry. Taking the "ion reaction" teaching content as an example, the author designs two teaching schemes for this content. The first is designed according to the traditional teaching mode, and the second is designed according to the core concept of the planned learning step. In the first semester of Senior one, the author carries on the teaching in the experimental class and the control class according to the first teaching plan. At the beginning of the second semester, the author conducted a pre-test of the teaching content in the experimental class and the control class, and then used the students' evening self-study time to continue to carry out the second teaching in the control class with reference to the first teaching plan. The second teaching plan is used in the experimental class. By comparing the results of the two classes before and after the test, it is concluded that the advanced study of the core concepts related to "electrolyte solution" can promote the students' learning and teachers' teaching aids.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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本文編號：1977236