【摘要】：化學(xué)是一門以實(shí)驗(yàn)為基礎(chǔ)、實(shí)踐性、應(yīng)用性非常強(qiáng)的自然科學(xué)。學(xué)生在做實(shí)驗(yàn)過程中學(xué)習(xí)化學(xué)基礎(chǔ)知識與技能,提高自身科學(xué)素養(yǎng)。隨著新課程改革的推進(jìn),化學(xué)實(shí)驗(yàn)地位的提升,突顯出化學(xué)實(shí)驗(yàn)教學(xué)的重要性。但是,在實(shí)際的化學(xué)實(shí)驗(yàn)教學(xué)中由于多種因素的影響,目前普通中學(xué)化學(xué)實(shí)驗(yàn)教學(xué)仍然存在一些問題。為了了解大連市某區(qū)普通中學(xué)化學(xué)實(shí)驗(yàn)教學(xué)現(xiàn)狀,首先對國內(nèi)外相關(guān)研究資料進(jìn)行梳理、汲取先進(jìn)理論及實(shí)驗(yàn)教學(xué)經(jīng)驗(yàn),再從“實(shí)驗(yàn)教學(xué)的條件情況”、“實(shí)驗(yàn)教學(xué)的實(shí)施情況”、“實(shí)驗(yàn)教學(xué)的效果情況”、“實(shí)驗(yàn)教學(xué)的評價(jià)情況”、“實(shí)驗(yàn)教學(xué)的教師培訓(xùn)情況”這五個(gè)維度進(jìn)行問卷調(diào)查研究。通過調(diào)查研究,洞察并分析當(dāng)前普通中學(xué)化學(xué)實(shí)驗(yàn)教學(xué)的問題如下:1、開設(shè)化學(xué)實(shí)驗(yàn)缺少保障機(jī)制:實(shí)驗(yàn)課時(shí)得不到保障;專職實(shí)驗(yàn)員崗位制度空白;實(shí)驗(yàn)室使用率較低,缺乏監(jiān)管。2、化學(xué)實(shí)驗(yàn)教學(xué)實(shí)施不理想:教師的認(rèn)識與實(shí)際教學(xué)相矛盾;實(shí)驗(yàn)內(nèi)容不豐富、缺乏趣味性;實(shí)驗(yàn)開設(shè)率達(dá)不到課標(biāo)要求;教師的實(shí)驗(yàn)創(chuàng)新能力較弱;缺少廢液、廢渣環(huán)保處理的舉措。3、化學(xué)實(shí)驗(yàn)教學(xué)的效果不明顯。4、化學(xué)實(shí)驗(yàn)教學(xué)評價(jià)的不完善:學(xué)�？己酥贫扰c素質(zhì)教育相矛盾;教師只重視評價(jià)結(jié)果;評價(jià)方式方法單一。5、化學(xué)實(shí)驗(yàn)教學(xué)的教師培訓(xùn)不完善:培訓(xùn)內(nèi)容不是按需確定;培訓(xùn)缺少評價(jià)考核制度。通過深入、細(xì)致的分析問題的成因,最終提出解決相關(guān)問題的建議如下:1、健全新課程化學(xué)實(shí)驗(yàn)教學(xué)的保障制度:改革化學(xué)課程編制,保證充足化學(xué)實(shí)驗(yàn)課時(shí);設(shè)立初中化學(xué)實(shí)驗(yàn)員崗位專職,加強(qiáng)實(shí)驗(yàn)員隊(duì)伍建設(shè);制定化學(xué)實(shí)驗(yàn)室監(jiān)管制度。2、保證化學(xué)實(shí)驗(yàn)教學(xué)的有效實(shí)施:轉(zhuǎn)變化學(xué)教師的教學(xué)觀念,提高認(rèn)識;開發(fā)校本課程,促進(jìn)化學(xué)實(shí)驗(yàn)教學(xué)內(nèi)容的改革;加大化學(xué)實(shí)驗(yàn)室開放的力度;開展創(chuàng)新實(shí)驗(yàn)教學(xué)設(shè)計(jì)、自創(chuàng)實(shí)驗(yàn)教具的評比大賽;增強(qiáng)環(huán)保意識。3、充分利用實(shí)驗(yàn)教學(xué)的課程資源提高教學(xué)有效性。4、完善化學(xué)實(shí)驗(yàn)教學(xué)的評價(jià)機(jī)制:轉(zhuǎn)變實(shí)驗(yàn)教學(xué)的評價(jià)觀念;建立教師評價(jià)監(jiān)管制度;選擇多元化評價(jià)方式;5、完善化學(xué)實(shí)驗(yàn)教學(xué)的教師培訓(xùn):培訓(xùn)內(nèi)容根據(jù)教師需求而確定;改變教師培訓(xùn)考核評價(jià)制度。
[Abstract]:Chemistry is a natural science based on experiment, practical and applied. Students learn the basic knowledge and skills of chemistry in the process of experiment, and improve their own scientific literacy. With the advancement of the new curriculum reform and the promotion of the status of chemistry experiment, the importance of chemistry experiment teaching is highlighted. However, due to the influence of many factors, there are still some problems in chemistry experiment teaching in middle school. In order to understand the present situation of chemical experiment teaching in a district of Dalian, the related research materials at home and abroad are first combed, advanced theories and experimental teaching experiences are drawn, and then "conditions of experimental teaching" are introduced. A questionnaire survey was conducted on the five dimensions of "the implementation of experimental teaching", "the effect of experimental teaching", "the evaluation of experimental teaching" and "teacher training in experimental teaching". Through investigation and research, the problems of chemistry experiment teaching in general middle school are investigated and analyzed as follows: (1) there is no guarantee mechanism for setting up chemistry experiment: the experimental class is not guaranteed, the post system of full-time experimenter is blank, and the rate of laboratory utilization is low. Lack of supervision. 2. The implementation of chemistry experiment teaching is not ideal: teachers' understanding is contradictory with actual teaching; experiment content is not rich and interesting; experiment opening rate is not up to the requirements of curriculum standard; teachers' experimental innovation ability is weak; lack of waste liquid, The measures of environmental protection treatment of waste residue. 3. The effect of chemical experiment teaching is not obvious. The evaluation of chemical experiment teaching is not perfect: the school assessment system is contradictory with quality education, the teacher only pays attention to the evaluation result; The method of evaluation is simple. 5. The training of teachers in chemistry experiment teaching is not perfect: the training content is not determined according to need, and the training lacks evaluation and assessment system. Through in-depth and careful analysis of the causes of the problem, finally put forward the following suggestions to solve the related problems: 1, improve the new curriculum of chemical experiment teaching security system: reform the chemistry curriculum to ensure adequate chemical experimental hours; To set up the post of chemistry experimenter in junior middle school full-time, to strengthen the construction of the team of experimenters, to establish the supervision system of chemistry laboratory. 2. To ensure the effective implementation of chemistry experiment teaching: to change the teaching concept of chemistry teachers, to raise their understanding, to develop the school-based curriculum, To promote the reform of chemical experiment teaching content, to increase the opening of chemical laboratory, to carry out innovative experimental teaching design and to create a contest for evaluation of experimental teaching aids; Strengthen the consciousness of environmental protection, make full use of the curriculum resources of experimental teaching to improve the effectiveness of teaching .4, perfect the evaluation mechanism of chemical experimental teaching, change the evaluation concept of experimental teaching, establish the system of teacher evaluation and supervision; To perfect the teacher training of chemistry experiment teaching, the training content should be determined according to the teachers' needs, and the evaluation system of teachers' training should be changed.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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