發(fā)布時(shí)間：2018-07-05 12:54

  本文選題：化學(xué)教學(xué) + 三維目標(biāo)　； 參考：《青海師范大學(xué)》2015年碩士論文

【摘要】：新一輪的基礎(chǔ)教育課程改革實(shí)施已經(jīng)有一段時(shí)間了,教師也在自身的教學(xué)實(shí)踐中把新課改提出的各項(xiàng)要求努力落到實(shí)處,但是對(duì)于三個(gè)維度教學(xué)目標(biāo)的落實(shí),仍然存在一些比較突出的問題:有的教師不能很好的把握傳統(tǒng)教學(xué)目標(biāo)與三維目標(biāo)之間的關(guān)系,對(duì)教學(xué)目標(biāo)的理解不是很正確,層級(jí)概念不清楚,把課程目標(biāo)錯(cuò)誤地認(rèn)為是課時(shí)目標(biāo),而把單元目標(biāo)、學(xué)期目標(biāo)忽略,并且在教學(xué)過程中,教師仍然過多地注重知識(shí)與技能目標(biāo)的落實(shí),缺少對(duì)過程與方法、情感態(tài)度價(jià)值觀的關(guān)注;對(duì)三個(gè)維度的目標(biāo)達(dá)成情況的檢測(cè)方法過于單一,尤其對(duì)后二維目標(biāo)的檢測(cè)方法,沒有比較權(quán)威的評(píng)價(jià)體系,不能很好地反映學(xué)生各方面的表現(xiàn),只能單純地從成績(jī)的高低來評(píng)價(jià)學(xué)生,有點(diǎn)以偏概全。在目前已有的針對(duì)教學(xué)目標(biāo)達(dá)成的研究中,大部分是理論研究,或者是僅從一個(gè)維度展開的實(shí)踐研究,缺乏對(duì)教學(xué)三維目標(biāo)達(dá)成情況的研究。作者采用文獻(xiàn)法、問卷調(diào)查法、課堂觀察法、實(shí)驗(yàn)研究等方法,通過調(diào)查在化學(xué)教學(xué)目標(biāo)達(dá)成的過程中存在的問題,并依據(jù)高中化學(xué)課程標(biāo)準(zhǔn),結(jié)合學(xué)習(xí)者的分析,根據(jù)選取的教學(xué)內(nèi)容,選用不同的實(shí)驗(yàn)教學(xué)法,例如教師演示法、自主探究法及家庭小實(shí)驗(yàn)等方法,設(shè)計(jì)出基于實(shí)驗(yàn)教學(xué)法的化學(xué)教學(xué)設(shè)計(jì)并加以實(shí)施。經(jīng)過五個(gè)月采用實(shí)驗(yàn)教學(xué)法的化學(xué)教學(xué)后,對(duì)三維目標(biāo)的達(dá)成情況進(jìn)行檢測(cè),并與采用傳統(tǒng)教學(xué)法的對(duì)照班的教學(xué)效果進(jìn)行對(duì)比分析,得出實(shí)驗(yàn)教學(xué)法能否更好地達(dá)成化學(xué)教學(xué)三維目標(biāo)的結(jié)論。研究結(jié)果表明:實(shí)驗(yàn)教學(xué)法更能激發(fā)學(xué)生的化學(xué)學(xué)習(xí)興趣、促使學(xué)生主動(dòng)地學(xué)習(xí),使學(xué)生切實(shí)掌握化學(xué)科學(xué)的基礎(chǔ)知識(shí)和技能,深入理解物質(zhì)的組成、結(jié)構(gòu)、性質(zhì)、變化之間的辯證關(guān)系;有助于學(xué)生形成化學(xué)概念,鞏固化學(xué)知識(shí),獲得化學(xué)實(shí)驗(yàn)技能,培養(yǎng)實(shí)事求是、嚴(yán)肅認(rèn)真的科學(xué)態(tài)度和科學(xué)方法;有助于學(xué)生檢驗(yàn)和鞏固化學(xué)基本概念和化學(xué)基礎(chǔ)理論,有助于培養(yǎng)和發(fā)展學(xué)生的操作技能及觀察能力、思維能力,使學(xué)生養(yǎng)成嚴(yán)謹(jǐn)?shù)目茖W(xué)態(tài)度,從而激發(fā)學(xué)生的學(xué)習(xí)興趣,調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性,增強(qiáng)學(xué)生學(xué)習(xí)的自信心。
[Abstract]:A new round of basic education curriculum reform has been implemented for a period of time. Teachers have also made great efforts to fulfill the requirements of the new curriculum reform in their own teaching practice, but for the implementation of the three dimensions of teaching objectives, There are still some outstanding problems: some teachers can not grasp the relationship between traditional teaching objectives and three-dimensional goals, the understanding of teaching goals is not very correct, the concept of hierarchy is not clear. The course goal is wrongly regarded as the class time goal, while the unit goal and the term goal are ignored, and in the teaching process, the teacher still pays too much attention to the implementation of the knowledge and skill goal, and lacks the right process and method. Emotional attitude values concern; the three dimensions of goal achievement detection method is too single, especially for the latter two-dimensional target detection method, there is no more authoritative evaluation system, can not reflect the performance of all aspects of the students. Students can only be evaluated from the level of achievement, a little partial. At present, most of the existing researches on the achievement of teaching objectives are theoretical studies or practical studies carried out from one dimension, but lack of research on the achievement of teaching three-dimensional goals. The author adopts the methods of literature, questionnaire, classroom observation and experimental research to investigate the problems existing in the process of reaching the goal of chemistry teaching, and according to the chemistry curriculum standard of senior high school, combined with the analysis of learners. According to the selected teaching contents, different experimental teaching methods, such as teacher demonstration method, self-inquiry method and small family experiment method, are used to design and implement the chemistry teaching design based on the experimental teaching method. After five months of chemical teaching with experimental teaching method, the achievement of three-dimensional goal was tested and compared with that of the control class with traditional teaching method. The conclusion is that whether the experimental teaching method can better achieve the three-dimensional goal of chemistry teaching. The results show that the experimental teaching method can stimulate students' interest in chemistry learning, promote students to study actively, make students grasp the basic knowledge and skills of chemistry science, and understand the composition, structure and nature of matter. The dialectical relationship between the changes is helpful for students to form chemical concepts, consolidate chemical knowledge, acquire chemical experimental skills, cultivate realistic, serious scientific attitude and scientific methods. It is helpful for the students to test and consolidate the basic concepts and basic theories of chemistry, to cultivate and develop the students' operation skills, observation ability, thinking ability, and to make the students develop a rigorous scientific attitude, thus arousing the students' interest in learning. Arouse students' learning enthusiasm and enhance students' self-confidence in learning.
【學(xué)位授予單位】：青海師范大學(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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