本文選題：物質(zhì)結(jié)構(gòu)與性質(zhì) + 高中化學(xué)��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：2003年教育部頒布《普通高中化學(xué)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》開(kāi)始新一輪的課程改革,使得高中化學(xué)課程更注重提高學(xué)生的科學(xué)素養(yǎng)、兼顧學(xué)生的全面發(fā)展。在此輪課程改革中教材內(nèi)容的分模塊呈現(xiàn)也帶來(lái)了教材知識(shí)內(nèi)容體系的重大變化,而選修3《物質(zhì)結(jié)構(gòu)與性質(zhì)》無(wú)疑是所有模塊中知識(shí)內(nèi)容變化最大的。這樣的變化給老師的教學(xué)帶來(lái)了一定的挑戰(zhàn),也使選修3成為課改之后化學(xué)教學(xué)研究中的熱點(diǎn)。為了適應(yīng)新課改帶來(lái)的變革,也為了給廣大化學(xué)教師的教學(xué)提供參考,本文立足教學(xué)實(shí)際,以課程內(nèi)容知識(shí)體系理論為指導(dǎo),認(rèn)真分析選修3《物質(zhì)結(jié)構(gòu)與性質(zhì)》模塊的課程目標(biāo)以及實(shí)際教學(xué)中的三維目標(biāo),認(rèn)真研究該課程的價(jià)值與地位;結(jié)合目標(biāo)進(jìn)一步梳理物質(zhì)結(jié)構(gòu)理論在義務(wù)教育階段、必修階段和選修階段的知識(shí)內(nèi)容呈現(xiàn)情況;通過(guò)全面的研究分析、梳理整合,較為完整的構(gòu)建出高中階段“物質(zhì)結(jié)構(gòu)與性質(zhì)”知識(shí)內(nèi)容體系。同時(shí)也進(jìn)一步認(rèn)識(shí)了物質(zhì)結(jié)構(gòu)理論在化學(xué)教學(xué)中的重要線索作用,強(qiáng)化了該理論的核心價(jià)值。構(gòu)建物質(zhì)結(jié)構(gòu)理論的知識(shí)內(nèi)容體系的目的是為了更好的指導(dǎo)學(xué)生學(xué)習(xí)知識(shí)并引導(dǎo)學(xué)生建構(gòu)出自己的知識(shí)內(nèi)容體系。本文在注重分析知識(shí)自身體系的同時(shí)更注重教師和學(xué)生在實(shí)際教與學(xué)的過(guò)程中面臨的困難。因此筆者選取了川南片區(qū)包括瀘州、宜賓等地的教師和學(xué)生進(jìn)行教學(xué)情況問(wèn)卷調(diào)查,并結(jié)合與個(gè)別教師的深入交流,總結(jié)出了選修3教與學(xué)的過(guò)程中的諸多問(wèn)題;結(jié)合對(duì)高二與高三學(xué)生調(diào)查結(jié)果的對(duì)比分析,針對(duì)調(diào)查中突出的幾個(gè)教學(xué)難點(diǎn),例如:原子核外電子排布、VSEPR模型與雜化軌道理論,筆者充分利用已有知識(shí)體系,并以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)進(jìn)行實(shí)踐教學(xué)設(shè)計(jì)研究,設(shè)計(jì)了“晶體結(jié)構(gòu)與性質(zhì)復(fù)習(xí)案”等教學(xué)案例。通過(guò)調(diào)查也反饋出在選修3的教學(xué)中老師們也存在諸多疑惑,本文最后匯總出了老師們討論較為集中的幾個(gè)問(wèn)題,包括:硝酸和硫酸的雜化軌道理論分析、鍵的極性與分子的極性以及鍵能定義等。綜上所述,本文為廣大師生呈現(xiàn)出了完整的“物質(zhì)結(jié)構(gòu)與性質(zhì)”知識(shí)內(nèi)容體系,也為廣大教師在物質(zhì)結(jié)構(gòu)理論特別是選修3的教學(xué)提供諸多實(shí)用的參考。
[Abstract]:In 2003, the Ministry of Education promulgated the General Senior High School Chemistry Curriculum Standard (experiment) to start a new round of curriculum reform, which makes the senior high school chemistry curriculum pay more attention to improving the students' scientific literacy and giving consideration to the students' all-round development. In this round of curriculum reform, the submodule presentation of the teaching material content has also brought great changes to the knowledge content system of the textbook, and elective 3 "material structure and property" is undoubtedly the biggest change in the knowledge content of all the modules. This kind of change brings some challenges to teachers' teaching, and makes elective 3 a hot spot in chemistry teaching research after curriculum reform. In order to adapt to the changes brought about by the new curriculum reform and to provide a reference for the majority of chemistry teachers, this paper bases itself on the teaching practice and is guided by the theory of the knowledge system of the course content. The course objectives of the elective 3 "material structure and Nature" module and the three dimensional objectives in practical teaching are carefully analyzed, the value and status of the course are studied, and the theory of material structure is further combed at the stage of compulsory education. Through comprehensive research and analysis, combing and integrating, the author constructs the knowledge content system of "material structure and nature" in senior middle school. At the same time, the important clue function of the material structure theory in chemistry teaching is further understood, and the core value of the theory is strengthened. The purpose of constructing the knowledge content system of material structure theory is to guide students to learn knowledge and to construct their own knowledge content system. This paper pays more attention to the difficulties faced by teachers and students in the process of teaching and learning. Therefore, the author selected teachers and students in southern Sichuan, including Luzhou, Yibin and other places, to carry out a questionnaire survey, and combined with the in-depth exchange with individual teachers, summed up many problems in the process of elective teaching and learning. Based on the comparative analysis of the results of the investigation between the sophomore and the junior high school students, the author makes full use of the existing knowledge system in view of the outstanding teaching difficulties in the investigation, such as the VSEPR model and the hybrid orbital theory. Under the guidance of constructivist learning theory, the practical teaching design is studied, and some teaching cases, such as the review of crystal structure and nature, are designed. The investigation also feedback that teachers also have a lot of doubts in elective 3 teaching. Finally, this paper summarizes several questions that the teachers discussed more closely, including: the theoretical analysis of hybrid orbit of nitric acid and sulfuric acid. The polarity of bond, the polarity of molecule and the definition of bond energy, etc. To sum up, this paper presents a complete "material structure and nature" knowledge content system for teachers and students, and also provides many practical references for teachers in material structure theory, especially in elective 3 teaching.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：2025398