本文選題：宏觀-微觀-符號(hào) + 三重表征��； 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：化學(xué)三重表征學(xué)習(xí)理論自提出以來經(jīng)過30多年的發(fā)展已逐漸成為極具有影響力創(chuàng)造性的教育思想之一。國(guó)內(nèi)研究者在這方面的研究也日漸深入,內(nèi)容日益豐富,并逐漸發(fā)展成為一個(gè)完整的理論和實(shí)踐體系,以便更好地指導(dǎo)廣大教育工作者的工作。但據(jù)文獻(xiàn)研究表明,大多數(shù)研究主要是圍繞三重表征轉(zhuǎn)換能力和三重表征思維方式的形成兩方面,并沒有關(guān)于構(gòu)建三重表征教學(xué)模式的系統(tǒng)研究,因此我們展開了“高中化學(xué)三重表征教學(xué)模式的實(shí)踐研究。本課題在國(guó)內(nèi)外研究者對(duì)三重表征相關(guān)研究發(fā)展的基礎(chǔ)上,以三重表征學(xué)習(xí)理論、建構(gòu)主義理論、多元智力理論為理論支柱,在新課改和新課標(biāo)指導(dǎo)下,初步建構(gòu)出“化學(xué)三重表征教學(xué)模式”。然后結(jié)合化學(xué)學(xué)科特點(diǎn),分析出該教學(xué)模式具有：學(xué)生學(xué)習(xí)的參與性和主動(dòng)性、知識(shí)描述的多重性與全面性、能力提升的逐漸性及綜合性的特征；明確了該教學(xué)模式的基本教學(xué)程序：回顧表征內(nèi)容→呈現(xiàn)知識(shí)情境→宏觀概括→微觀分析→符號(hào)表達(dá)→整合提升；探討了該教學(xué)模式的教學(xué)策略：注重強(qiáng)化意識(shí)、靈活運(yùn)用教學(xué)方式、建立表征體系�；谝陨侠碚摌�(gòu)想,我們?cè)诠鹆质心持袑W(xué)高中一年級(jí)高(7)班對(duì)此教學(xué)模式開展了具體的實(shí)證研究,以2012年新人教版高中必修1的內(nèi)容為載體,把該教學(xué)模式應(yīng)用于元素化合物、概念性知識(shí)等的具體教學(xué),并結(jié)合實(shí)例詳細(xì)分析模式的運(yùn)用情況。實(shí)踐研究后問卷調(diào)查、化學(xué)學(xué)科測(cè)試、學(xué)生訪談三方面收集實(shí)證研究的數(shù)據(jù)對(duì)教學(xué)模式的應(yīng)用進(jìn)行分析評(píng)價(jià)。經(jīng)過一個(gè)學(xué)期的教學(xué)實(shí)踐研究得出以下幾個(gè)主要結(jié)論：該模式的實(shí)施可以促進(jìn)學(xué)生對(duì)化學(xué)三重表征學(xué)習(xí)理論的認(rèn)識(shí)；該模式的實(shí)施有助于提高學(xué)生的多角度觀察分析和解決問題的能力,從而提高學(xué)生的綜合學(xué)習(xí)能力；該模式的實(shí)施有助于轉(zhuǎn)變學(xué)生的學(xué)習(xí)方式；該模式的實(shí)施可以幫助教師靈活地使用教學(xué)策略,提高教師教學(xué)能力及教學(xué)效率。綜上所述,我們所提出的高中化學(xué)三重表征教學(xué)模式,對(duì)提高學(xué)生的學(xué)習(xí)綜合能力,培養(yǎng)學(xué)生切合化學(xué)學(xué)科的三重表征學(xué)習(xí)方式是有效的。本課題的研究雖然取得了一些肯定的效果,但由于本人作為一名實(shí)踐經(jīng)歷較少的新老師,教學(xué)實(shí)踐能力和研究能力均有限,再加上實(shí)踐研究時(shí)間不長(zhǎng),本課題建構(gòu)的化學(xué)三重表征教學(xué)模式還有待進(jìn)一步發(fā)展和完善,研究結(jié)論還有待進(jìn)一步檢驗(yàn)。
[Abstract]:After more than 30 years' development, the theory of chemical triple representation learning has gradually become one of the most influential and creative educational thoughts. The domestic researchers' research in this field is also deepening day by day, the content is increasingly rich, and gradually developed into a complete theoretical and practical system, in order to better guide the work of the vast number of educators. However, according to literature studies, most of the studies focus on the transformation ability of triple representation and the formation of thinking mode of triple representation, and there is no systematic study on the construction of teaching mode of triple representation. Therefore, we have carried out a practical study on the teaching model of triple representation of high school chemistry. Based on the research and development of triple representation at home and abroad, this topic is based on the theory of triple representation learning theory, constructivism theory and multiple intelligence theory, under the guidance of the new curriculum reform and the new curriculum standard. The teaching mode of triple representation of chemistry was preliminarily constructed. Then combined with the characteristics of chemistry, the author analyzes the characteristics of this teaching model: the participation and initiative of students' learning, the multi-level and comprehensiveness of knowledge description, the gradual improvement of ability and the comprehensive character; This paper clarifies the basic teaching procedure of the teaching model: reviewing the presentation of the content of representation, presenting the knowledge situation, analyzing microscopically, integrating and improving the symbol expression, discussing the teaching strategy of the teaching model: paying attention to the strengthening of consciousness, Flexible use of teaching methods, the establishment of representation system. Based on the above theoretical conception, we carried out a concrete empirical study on this teaching model in the first grade (7) class of a middle school in Guilin City. We applied the teaching model to the elements and compounds, taking the content of the required high school course 1 of the new students' edition in 2012 as the carrier. The concrete teaching of conceptual knowledge, and combined with examples to analyze the application of the model in detail. The application of the teaching model is analyzed and evaluated by collecting the data of the empirical research from the three aspects of questionnaire survey, chemical subject test and student interview. The main conclusions are as follows: the implementation of this model can promote students' understanding of the theory of triple representation of chemistry; The implementation of this model is helpful to improve students' ability of multi-angle observation, analysis and problem-solving, and thus to improve students' comprehensive learning ability, and the implementation of this model can help to change students' learning style. The implementation of this model can help teachers to use teaching strategies flexibly and improve teachers' teaching ability and teaching efficiency. To sum up, the teaching model of triple representation in senior high school chemistry is effective in improving students' comprehensive learning ability and cultivating students' learning mode of triple representation suitable for chemistry subject. Although the research of this subject has achieved some positive results, as a new teacher with less practical experience, I have limited ability of teaching practice and research, and the time of practical research is not long. The teaching model of triple representation of chemistry still needs to be further developed and perfected, and the research conclusion needs to be further tested.
【學(xué)位授予單位】：廣西師范大學(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)】

相關(guān)碩士學(xué)位論文 前1條

1 黃婕;“宏觀—微觀—符號(hào)”三重表征的化學(xué)學(xué)習(xí)研究[D];山東師范大學(xué);2005年

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本文編號(hào)：2110059