本文選題：三重表征 + 化學(xué)課堂教學(xué)行為　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：化學(xué)課堂教學(xué)行為研究能夠促進(jìn)化學(xué)教師的專業(yè)化發(fā)展,提高教學(xué)水平,符合化學(xué)新課程改革的需要。論文對(duì)三重表征和課堂教學(xué)行為的研究現(xiàn)狀與問(wèn)題進(jìn)行了闡述與分析。論文基于三重表征提出了HWF-R-C分析法,并詳細(xì)地界定了相關(guān)概念的操作性定義,就“酚”的教學(xué)片斷說(shuō)明了HWF-R-C分析法的具體編碼操作與分析過(guò)程,并對(duì)“酚”的教學(xué)片斷做了評(píng)分者信度。論文根據(jù)HWF-R-C分析法就“鹵代烴”、“離子反應(yīng)”和“碳酸鈉和碳酸氫鈉”三個(gè)案例細(xì)致地繪制不同教師不同課例的HWF圖和R-C圖,開(kāi)展了專家型教師和新手型教師的教學(xué)行為的對(duì)比研究,獲得了專家型教師和新手型教師的課堂教學(xué)行為的特點(diǎn),表明該分析法的合理性、可行性。(1)論文通過(guò)比較HWF圖中折線的形狀、長(zhǎng)度、偏向和曲折次數(shù),比較不同教師的教學(xué)思路。通過(guò)R-C圖可以發(fā)現(xiàn)專家型教師相較于新手型教師更重視微觀表征和符號(hào)表征之間的轉(zhuǎn)換,新手型教師往往更重視引導(dǎo)學(xué)生在宏觀表征和符號(hào)表征之間轉(zhuǎn)換。(2)通過(guò)HWF圖和R-C圖得出的結(jié)論可以在某種程度上達(dá)到互為印證的效果。HWF圖和R-C圖的數(shù)據(jù)處理方式不同,兩者所反映的重點(diǎn)亦有差異,HWF圖和R-C圖得出的結(jié)論可以互相補(bǔ)充。
[Abstract]:The study of chemistry classroom teaching behavior can promote the professional development of chemistry teachers, improve teaching level, and meet the needs of the new chemistry curriculum reform. The present situation and problems of triple representation and classroom teaching behavior are expounded and analyzed in this paper. Based on the triple representation, this paper puts forward the HWF-R-C analysis method, defines the operational definition of the related concepts in detail, and explains the coding operation and analysis process of the HWF-R-C analysis method based on the teaching fragment of "phenol". Furthermore, the reliability of the teaching segment of Phenol was evaluated. According to the HWF-R-C analysis method, the HWF and R-C diagrams of different class examples of different teachers are carefully drawn according to the three cases of "halogenated hydrocarbon", "ionic reaction" and "sodium carbonate and sodium bicarbonate". The comparative study of the teaching behavior of expert teachers and novice teachers is carried out, and the characteristics of classroom teaching behaviors of expert teachers and novice teachers are obtained, which shows that the analysis method is reasonable. (1) by comparing the shape, length, deflection and times of twists and turns in the HWF diagram, the paper compares the teaching ideas of different teachers. Through R-C graph, we can find that expert teachers pay more attention to the transformation between microscopic representation and symbolic representation than novice teachers. Novice teachers tend to pay more attention to guiding students to convert between macroscopic representation and symbolic representation. (2) the conclusions drawn from HWF and R-C diagrams can to some extent achieve mutually validated effects. The data processing methods of HWF and R-C graphs are different. The results of HWF diagram and R-C diagram can complement each other.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

【參考文獻(xiàn)】

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本文編號(hào)：2077781