【摘要】：我國(guó)高中化學(xué)課程倡導(dǎo)轉(zhuǎn)變化學(xué)知識(shí)觀，重視包括化學(xué)主要概念、概念的體系和化學(xué)基本觀念在內(nèi)的概念性知識(shí)的教學(xué)�；瘜W(xué)核心概念的學(xué)習(xí)上升到很高的地位。科學(xué)地理解化學(xué)核心概念能夠促進(jìn)個(gè)體知識(shí)建構(gòu)發(fā)展、提高學(xué)科素養(yǎng)�；瘜W(xué)概念中包括表征概念的名稱和揭示概念內(nèi)涵的科學(xué)定義。有些概念的名稱字面含義明顯，例如原子、分子；但是也有一些概念的名稱字面含義生澀，例如電解質(zhì)、化學(xué)鍵等。因此化學(xué)概念教學(xué)方法不能一概而論。高中化學(xué)核心概念的教學(xué)不僅應(yīng)該與學(xué)生的生活相互聯(lián)系，使其帶有一定的生活色彩，同時(shí)教師應(yīng)該厘定每個(gè)核心概念本質(zhì)，為學(xué)生開(kāi)啟化學(xué)科學(xué)思維和認(rèn)識(shí)能力提升打開(kāi)一條條新的通道。 根據(jù)建構(gòu)主義理論，學(xué)生對(duì)許多化學(xué)概念知識(shí)并非一無(wú)所知，在課前他們通過(guò)各種途徑獲得了一些相關(guān)信息。本論文是在學(xué)習(xí)和應(yīng)用前人對(duì)概念轉(zhuǎn)變理論研究的基礎(chǔ)上，將正確獲得科學(xué)概念之前的概念都稱為“前概念”。這些前概念可能會(huì)幫助學(xué)生順利地學(xué)習(xí)新的概念，也可能對(duì)新概念的理解起誤導(dǎo)作用。其中包括一些表面的、甚至是錯(cuò)誤的概念，國(guó)外學(xué)者稱之為“迷思概念”。要建構(gòu)科學(xué)概念必須過(guò)問(wèn)學(xué)生的前概念、矯正迷思概念。 筆者首先篩選出高一學(xué)生學(xué)習(xí)化學(xué)課程中的核心概念，并對(duì)存在的化學(xué)前概念進(jìn)行探查和其形成原因進(jìn)行分析。選用的教材是山東科技出版社必修化學(xué)1和必修化學(xué)2。研究的核心概念是電解質(zhì)、氧化還原反應(yīng)、化學(xué)鍵和原電池。探查學(xué)生關(guān)于它們可能存有的前概念，最終的落腳點(diǎn)是為促進(jìn)化學(xué)核心概念轉(zhuǎn)變的教學(xué)設(shè)計(jì)提供參考依據(jù)。 最后以原電池概念的教學(xué)為例，分析學(xué)生頭腦中存在的前概念，根據(jù)前概念內(nèi)容巧妙地設(shè)計(jì)問(wèn)題教學(xué)情境，引發(fā)新情境與學(xué)生已有認(rèn)知上的沖突，，使得學(xué)生產(chǎn)生概念轉(zhuǎn)變的意愿，激發(fā)其求知欲；通過(guò)小組交流合作，分組實(shí)驗(yàn)探究、提供實(shí)證、建立原電池概念認(rèn)識(shí)模型等環(huán)節(jié)，幫助學(xué)生解決僅憑原有概念不能處理的問(wèn)題，促使學(xué)生前概念向新概念也就是科學(xué)概念的轉(zhuǎn)變。利用練習(xí)等方式使學(xué)生及時(shí)反饋，鞏固科學(xué)概念。筆者設(shè)計(jì)了原電池的相關(guān)題目對(duì)學(xué)生進(jìn)行后測(cè)，然后對(duì)數(shù)據(jù)進(jìn)行分析，發(fā)現(xiàn)促進(jìn)概念轉(zhuǎn)變的教學(xué)策略確實(shí)有效。 為了有效地實(shí)施概念轉(zhuǎn)變的課題研究，采用的研究方法主要有四種。（1）文獻(xiàn)法。通過(guò)查找、閱讀文獻(xiàn)，收集前人研究的概念轉(zhuǎn)變理論，借鑒其成果，反思概念轉(zhuǎn)變?cè)趯?shí)際教學(xué)中的應(yīng)用價(jià)值，設(shè)計(jì)促進(jìn)化學(xué)核心轉(zhuǎn)變的教學(xué)模式。（2）調(diào)查問(wèn)卷法。編制相關(guān)問(wèn)題制作調(diào)查問(wèn)卷，探查高一四個(gè)班的學(xué)生對(duì)原電池等概念的前概念。（3）訪談法。根據(jù)學(xué)生的實(shí)際情況進(jìn)行訪談，診斷出學(xué)生對(duì)化學(xué)概念的前概念，以便有針對(duì)性地進(jìn)行教學(xué)。（4）行動(dòng)研究法。制定原電池的概念轉(zhuǎn)變教學(xué)計(jì)劃，提出研究的具體教學(xué)問(wèn)題，設(shè)計(jì)促進(jìn)概念轉(zhuǎn)變的教學(xué)模式和教學(xué)策略，整理、分析、評(píng)價(jià)教學(xué)效果并進(jìn)行展望。
[Abstract]:China's high school chemistry curriculum advocates changing the concept of chemical knowledge, emphasizing the teaching of conceptual knowledge including the main concept of chemistry, the system of concept and the basic concept of chemistry. The learning of the core concept of chemistry has risen to a high position. The scientific understanding of the core concept of chemistry can promote the development of the individual knowledge construction and improve the quality of the subject. The concept of learning includes the name of the representation concept and the scientific definition of revealing the connotation of the concept. The names of some concepts have an obvious literal meaning, such as atoms and molecules; but there are some concepts, such as electrolytes and chemical bonds, such as electrolytes and chemical bonds. Therefore, the teaching method of chemical concepts can not be generalized. The teaching of the core concept of chemistry in high school Learning should not only relate to the life of the students, but also make it with a certain color of life. At the same time, teachers should define the essence of each core concept, and open a new channel for students to open their chemical scientific thinking and cognitive ability.
According to the constructivist theory, students do not know nothing about the knowledge of chemical concepts. They have obtained some relevant information through various ways before class. This paper is based on the study and application of previous research on conceptual transformation theory, and the concepts before obtaining the correct concept of scientific concept are called "the former concept". It can help students to learn new concepts smoothly, and may also mislead the understanding of new concepts. It includes some superficial, even wrong concepts. Foreign scholars call it "the concept of myth". To construct scientific concepts, the concept of the students must be questioned by Jiao Zhengmi.
The author first screened the core concepts in the chemistry course of high school students, and analyzed the existing concept of chemical preconceptions and the reasons for their formation. The core concepts of the required chemistry 1 and the required chemistry 2. in Shandong science and Technology Press are electrolytes, oxygen reduction reactions, chemical bonds and primary batteries. As for the former concepts they may have, the final foothold is to provide reference for promoting the teaching design of the transformation of chemical core concepts.
Finally, taking the teaching of the concept of the original battery as an example, it analyzes the pre concept existing in the mind of the students, designs the teaching situation skillfully according to the content of the former concept, triggers the conflict between the new situation and the students, and makes the students produce the intention of the concept transformation and stimulate their desire for knowledge. In order to help students to solve the problems that can not be dealt with by the original concept, it helps students to change the concept from the new concept to the concept of science. The analysis of data shows that teaching strategies that promote conceptual change are effective.
In order to carry out the research of conceptual change effectively, there are four main methods of research. (1) literature method. Through searching, reading literature, collecting the theory of conceptual change of previous research, drawing on its achievements, rethinking the application value of concept transformation in practical teaching, and designing the teaching mode to promote the transformation of chemical core. (2) questionnaire method. Make a questionnaire and explore the former concept of the primary battery in the 14 classes. (3) interview method. Interview the students according to the actual situation of the students, diagnose the students' pre concept of the concept of chemistry in order to carry out the teaching. (4) action research method. To study the specific teaching problems, design the teaching mode and teaching strategy to promote conceptual change, collate, analyze, evaluate the teaching effect and prospect.
【學(xué)位授予單位】：魯東大學(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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