本文選題：九年級(jí) + 化學(xué)�。� 參考：《內(nèi)蒙古師范大學(xué)》2015年碩士論文

【摘要】：化學(xué)概念是化學(xué)學(xué)科知識(shí)體系的基礎(chǔ),構(gòu)建科學(xué)的化學(xué)概念知識(shí)體系對(duì)化學(xué)學(xué)習(xí)具有非常重要的作用。有效的化學(xué)概念教學(xué)是讓學(xué)生科學(xué)、準(zhǔn)確掌握化學(xué)概念的重要途徑。而目前的化學(xué)概念教學(xué)存在著不少問(wèn)題,這要求教師要轉(zhuǎn)變教學(xué)理念,改變教學(xué)方法,探索有效教學(xué)途徑,使學(xué)生能構(gòu)建科學(xué)的化學(xué)概念知識(shí)體系。因此,化學(xué)概念的有效教學(xué)策略研究有著重要意義。本文在文獻(xiàn)查閱的基礎(chǔ)上,對(duì)國(guó)內(nèi)外有關(guān)有效教學(xué)和概念教學(xué)的研究進(jìn)行了歸納總結(jié),旨在對(duì)義務(wù)教育九年級(jí)階段的概念教學(xué)和有效教學(xué)策略提出一些研究建議;通過(guò)問(wèn)卷調(diào)查了解了所在實(shí)習(xí)單位九年級(jí)化學(xué)概念的教學(xué)現(xiàn)狀,在建構(gòu)主義及有效教學(xué)理論的指導(dǎo)下,結(jié)合九年級(jí)化學(xué)概念特點(diǎn)及九年級(jí)化學(xué)概念教學(xué)現(xiàn)狀,提出了概念同化與“先行組織者”相結(jié)合的有利于學(xué)生系統(tǒng)構(gòu)建九年級(jí)化學(xué)概念知識(shí)體系的有效化學(xué)教學(xué)策略,結(jié)合本教學(xué)策略設(shè)計(jì)了兩個(gè)具體的教學(xué)案例:構(gòu)成物質(zhì)的微�！蛹拔镔|(zhì)的溶解的量,并進(jìn)行了教學(xué)實(shí)踐;通過(guò)對(duì)學(xué)生即時(shí)測(cè)驗(yàn)和延后測(cè)驗(yàn)成績(jī)的比較,表明在概念教學(xué)中采取有效的教學(xué)策略對(duì)學(xué)生在概念形成和概念應(yīng)用方面有積極的促進(jìn)作用,有助于學(xué)生更好地掌握九年級(jí)化學(xué)概念知識(shí)體系,提高了化學(xué)課堂教學(xué)的質(zhì)量。
[Abstract]:The concept of chemistry is the foundation of the knowledge system of chemistry. It is very important to construct scientific knowledge system of chemical concept for chemistry study. Effective chemistry concept teaching is an important way for students to master chemistry concept accurately. At present, there are many problems in the chemistry concept teaching, which requires teachers to change the teaching idea, change the teaching method, explore the effective teaching way, so that the students can construct the scientific chemistry concept knowledge system. Therefore, the study of effective teaching strategies for chemical concepts is of great significance. On the basis of literature review, this paper summarizes the research on effective teaching and concept teaching at home and abroad, aiming at putting forward some research suggestions on concept teaching and effective teaching strategies in the ninth grade of compulsory education. The present situation of chemistry concept teaching in ninth grade in the practice unit was investigated by questionnaire. Under the guidance of constructivism and effective teaching theory, the characteristics of chemistry concept in ninth grade and the present situation of chemistry concept teaching in ninth grade were combined. This paper puts forward an effective chemistry teaching strategy, which combines concept assimilation with "leading organizer", which is beneficial to students' systematic construction of chemistry concept knowledge system in ninth grade. Combined with this teaching strategy, two specific teaching cases are designed: the amount of particulate atoms and the dissolution of matter, and the teaching practice, and the comparison of students' results of instant test and deferred test. It is shown that effective teaching strategies in concept teaching can promote students' concept formation and application, help students master the knowledge system of chemistry concept in ninth grade, and improve the quality of chemistry classroom teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號(hào)：2101973