本文選題：情境教學 + 高中化學　； 參考：《四川師范大學》2015年碩士論文

【摘要】：調(diào)查研究發(fā)現(xiàn),高中化學情境教學實踐中存在以下問題:有的情境華而不實,有的情境缺乏思考價值,有的情境內(nèi)容重復(fù)占用時間過多,有的情境照抄照搬沒有顧及學生認知水平等等。這些為情境而情境的低效或無效的教學行為,影響了教學效果,也影響了廣大教師情境教學的積極性,這是高中化學情境教學實踐亟待解決的問題。筆者的情境教學實踐研究經(jīng)歷了三個階段。第一階段,2012~2013學年為情境教學的摸索階段。在此其間認真學習情境教學的相關(guān)研究成果,提升自己的理論水平,并將這些成果應(yīng)用到平常教學中,使自己的課堂增添了活力,但是實踐中也不同程度地存在前面提到的問題。第二階段,2013~2014學年進入對比實驗階段。在調(diào)查研究的基礎(chǔ)上,反思第一階段情境教學的不足,并以所教兩個班為研究對象進行對比實驗。研究發(fā)現(xiàn),高中化學情境教學需同時注重四大策略:利于高中化學教學目標綜合實現(xiàn)的策略,與高中化學內(nèi)容深度融合的策略,遵循高中生認知水平和認知特征的策略,注重課堂教學效率和有效性的策略。研究結(jié)果表明,改進后的情境教學設(shè)計提高了課堂教學效率,利于調(diào)動學生學習化學的興趣,學生問題意識有所增強。在市級統(tǒng)考中,實驗班后測試成績較以前測試成績有了明顯進步。第三階段,2014~2015學年為總結(jié)整理階段。
[Abstract]:The investigation and study found that there are some problems in the teaching practice of high school chemistry situation: some situation is not true, some situation is lacking in thinking value, some situation content is too much time, some situation copying does not take account of students' cognitive level and so on. The teaching effect has also influenced the enthusiasm of the teachers in the situation teaching, which is the urgent problem to be solved in the practice of chemistry situation teaching in high school. The author's situation teaching practice has gone through three stages. In the first stage, the 2012~2013 school year is the exploratory stage of situational teaching. In the meantime, the related research results of the real learning situation teaching are promoted. Their own theoretical level, and apply these results to ordinary teaching, add vitality to their own classes, but in practice, there are some problems mentioned in different degrees. In the second stage, the 2013~2014 school year enters the comparative experiment stage. On the basis of the investigation, the deficiency of the first stage situation teaching is reflected and the two is taught. The study shows that the high school chemistry situational teaching should pay attention to the four strategies at the same time: the strategy which is beneficial to the comprehensive realization of the high school chemistry teaching goal, the strategy with the high school chemistry content, the strategy of the high school students' cognitive level and the cognitive characteristics, and the strategies of the efficiency and efficiency of the classroom teaching. The results show that the improved situational teaching design improves the efficiency of classroom teaching, helps to arouse students' interest in learning chemistry, and enhances students' awareness of problems. In the city level examination, the test results after the experimental class have improved obviously compared with the previous test results. The third stage, the 2014 ~2015 school year is the summary and collation stage.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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