任務驅(qū)動教學模式培養(yǎng)學生化學創(chuàng)新思維的研究
發(fā)布時間：2018-08-15 11:22
【摘要】：新課改要求教師要更新教育理念,改變教學方式；這不僅僅要求我們要重視學生的全面發(fā)展,還要求我們能夠為學生個性化的發(fā)展提供廣闊的思維空間�！秶抑虚L期教育改革和發(fā)展規(guī)劃綱要(2010—2020年)》也指出,我國教育改革剛起步,培養(yǎng)創(chuàng)新型人才至關重要。而要實現(xiàn)以培養(yǎng)學生創(chuàng)新精神和全面發(fā)展的素質(zhì)教育,最關鍵在于能夠幫助學生形成一種對知識主動探索、發(fā)現(xiàn)問題、分析問題、解決問題的思路方法。在這種情況下,教育領域面臨新的挑戰(zhàn),傳統(tǒng)的以“教師講為主,學生聽為輔”的教學模式受到猛烈的沖擊,教學模式需要轉(zhuǎn)變。而任務驅(qū)動教學模式通過營造輕松的學習氛圍來激發(fā)學生學習的興趣,提高學生分析問題、解決問題的能力,增強學生的創(chuàng)造力�？傮w而言,是一種適合培養(yǎng)學生創(chuàng)新思維能力的教學模式。但是,大量的文獻表明,大部分學者主要在信息教育領域和語言教學領域運用任務驅(qū)動教學模式進行研究,把任務驅(qū)動教學模式運用在化學教學的研究成果較少,任務驅(qū)動教學模式培養(yǎng)學生的化學創(chuàng)新思維能力效果如何,尚未搜索到相關的研究成果�；谝陨显�,筆者提出了本課題研究,以期對高中化學教學有一定的借鑒。在分析國內(nèi)外對創(chuàng)新思維能力培養(yǎng)、任務驅(qū)動教學模式的研究基礎上,以建構主義學習理論、動機理論為主要理論支撐,在新課改理念的指導下,運用任務驅(qū)動教學模式去培養(yǎng)學生的創(chuàng)新思維能力。分析了任務驅(qū)動教學模式與創(chuàng)新思維的相關性和用任務驅(qū)動教學模式去培養(yǎng)學生創(chuàng)新思維能力的可行性,總結出任務驅(qū)動教學模式的設計原則：學生-主體性、任務-層次性、內(nèi)容-啟發(fā)性、情境-趣味性、結論-開放性。建構呈現(xiàn)任務,激發(fā)興趣→分析任務,打破定勢→實施任務,注重創(chuàng)新→回顧任務,提升能力的教學流程圖,以檢驗其對培養(yǎng)學生創(chuàng)新思維能力的有效性。基于以上構想,筆者在玉林市某中學高一(4)班進行實證研究,研究結束后,通過化學測試、問卷調(diào)查、師生交談等收集實驗數(shù)據(jù)進行分析、評價。實踐證明,“任務驅(qū)動教學模式培養(yǎng)學生化學創(chuàng)新思維”為學生提供有利的學習環(huán)境,能夠促進學生質(zhì)疑思維、發(fā)散思維、聯(lián)想思維和逆向思維的發(fā)展,有利于激發(fā)學生的化學學習興趣,有利于提高學生的化學學習成績,有利于學生學習方法的轉(zhuǎn)變和發(fā)展學生的思維能力。但由于本人能力有限,在問卷設計,任務驅(qū)動教學模式的運用能力方面存在一些不足,加上研究的時間短暫,研究對象少,實驗結論需要在進一步研究中不斷完善,希望能對培養(yǎng)學生的創(chuàng)新思維能力提供有利參考。
[Abstract]:The new curriculum reform requires teachers to renew their educational concepts and change their teaching methods; this requires us not only to attach importance to the all-round development of students, The outline of the National medium and long term Education Reform and Development Plan (2010-2020) also points out that the education reform in our country is just beginning, so it is very important to train innovative talents. To realize the quality education of cultivating students' innovative spirit and all-round development, the most key lies in helping students form a way of thinking to actively explore knowledge, discover problems, analyze problems and solve problems. In this case, the field of education is faced with new challenges, the traditional teaching mode of "teacher is the main, students listen to the secondary" teaching model has been fierce impact, the teaching model needs to be changed. The task-driven teaching model can stimulate students' interest in learning, improve their ability to analyze and solve problems, and enhance students' creativity by creating a relaxed learning atmosphere. In general, it is a teaching mode suitable for cultivating students' innovative thinking ability. However, a large number of documents show that most scholars mainly use task-driven teaching model in the field of information education and language teaching, and the research results of applying task-driven teaching model to chemistry teaching are less. The effect of task-driven teaching mode on cultivating students' innovative thinking ability in chemistry has not been searched for relevant research results. Based on the above reasons, the author puts forward the research of this subject in order to provide some reference for senior high school chemistry teaching. On the basis of analyzing the domestic and foreign research on the cultivation of innovative thinking ability and task-driven teaching mode, the main theoretical support is constructivism learning theory and motivation theory, under the guidance of the new curriculum reform idea. Use task-driven teaching mode to cultivate students' innovative thinking ability. This paper analyzes the relativity between task-driven teaching mode and innovative thinking, and the feasibility of cultivating students'creative thinking ability by task-driven teaching mode, and summarizes the design principles of task-driven teaching mode: student-subjectivity, task-level. Content-inspiration, situation-interest, conclusion-openness. Constructing the presentation task, arousing the interest and analyzing the task, breaking the fixed pattern and carrying out the task, paying attention to the innovation review task, improving the teaching flow chart of the ability, in order to test its validity to cultivate the students' creative thinking ability. Based on the above ideas, the author conducted an empirical study in the first (4) class of a middle school in Yulin City. After the study, the author collected the experimental data for analysis and evaluation through chemical tests, questionnaires, and conversation between teachers and students. It has been proved that "task-driven teaching mode trains students' innovative thinking in chemistry" provides a favorable learning environment for students, and can promote the development of students' thinking of questioning, divergent thinking, associative thinking and reverse thinking. It is beneficial to stimulate students' interest in chemistry study, to improve students' chemistry learning achievement, to change students' learning methods and to develop students' thinking ability. However, due to my limited ability, there are some shortcomings in the questionnaire design and the ability to use the task-driven teaching model. Besides, the research time is short and the research object is few, so the experimental conclusions need to be perfected in the further research. It is hoped that it will be helpful to cultivate students' innovative thinking ability.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
[Abstract]:The new curriculum reform requires teachers to renew their educational concepts and change their teaching methods; this requires us not only to attach importance to the all-round development of students, The outline of the National medium and long term Education Reform and Development Plan (2010-2020) also points out that the education reform in our country is just beginning, so it is very important to train innovative talents. To realize the quality education of cultivating students' innovative spirit and all-round development, the most key lies in helping students form a way of thinking to actively explore knowledge, discover problems, analyze problems and solve problems. In this case, the field of education is faced with new challenges, the traditional teaching mode of "teacher is the main, students listen to the secondary" teaching model has been fierce impact, the teaching model needs to be changed. The task-driven teaching model can stimulate students' interest in learning, improve their ability to analyze and solve problems, and enhance students' creativity by creating a relaxed learning atmosphere. In general, it is a teaching mode suitable for cultivating students' innovative thinking ability. However, a large number of documents show that most scholars mainly use task-driven teaching model in the field of information education and language teaching, and the research results of applying task-driven teaching model to chemistry teaching are less. The effect of task-driven teaching mode on cultivating students' innovative thinking ability in chemistry has not been searched for relevant research results. Based on the above reasons, the author puts forward the research of this subject in order to provide some reference for senior high school chemistry teaching. On the basis of analyzing the domestic and foreign research on the cultivation of innovative thinking ability and task-driven teaching mode, the main theoretical support is constructivism learning theory and motivation theory, under the guidance of the new curriculum reform idea. Use task-driven teaching mode to cultivate students' innovative thinking ability. This paper analyzes the relativity between task-driven teaching mode and innovative thinking, and the feasibility of cultivating students'creative thinking ability by task-driven teaching mode, and summarizes the design principles of task-driven teaching mode: student-subjectivity, task-level. Content-inspiration, situation-interest, conclusion-openness. Constructing the presentation task, arousing the interest and analyzing the task, breaking the fixed pattern and carrying out the task, paying attention to the innovation review task, improving the teaching flow chart of the ability, in order to test its validity to cultivate the students' creative thinking ability. Based on the above ideas, the author conducted an empirical study in the first (4) class of a middle school in Yulin City. After the study, the author collected the experimental data for analysis and evaluation through chemical tests, questionnaires, and conversation between teachers and students. It has been proved that "task-driven teaching mode trains students' innovative thinking in chemistry" provides a favorable learning environment for students, and can promote the development of students' thinking of questioning, divergent thinking, associative thinking and reverse thinking. It is beneficial to stimulate students' interest in chemistry study, to improve students' chemistry learning achievement, to change students' learning methods and to develop students' thinking ability. However, due to my limited ability, there are some shortcomings in the questionnaire design and the ability to use the task-driven teaching model. Besides, the research time is short and the research object is few, so the experimental conclusions need to be perfected in the further research. It is hoped that it will be helpful to cultivate students' innovative thinking ability.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
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