【摘要】：初中化學(xué)作為初中生的一門新課程,讓學(xué)生系統(tǒng)地認(rèn)識化學(xué)并掌握基本的實(shí)驗(yàn)技能是課程的重要任務(wù)。課后作業(yè)作為教學(xué)的輔助,是課堂的有效承載和延伸,也是將課堂知識及時(shí)內(nèi)化,轉(zhuǎn)化為技能,從而深化課程的情感態(tài)度價(jià)值觀目標(biāo)的有效手段。同時(shí),教師可以根據(jù)有效的作業(yè)的反饋靈活把握課堂。因此,家庭作業(yè)也是教學(xué)活動(dòng)中很重要的一個(gè)環(huán)節(jié)。本論文是立足于一線初中化學(xué)課堂,研究如何減輕中學(xué)生化學(xué)作業(yè)負(fù)擔(dān)并同時(shí)提高作業(yè)質(zhì)量的方法。通過了解不同層次學(xué)生的學(xué)習(xí)情況和學(xué)習(xí)需求,編制合理有效的分層作業(yè),有針對性地解決中學(xué)生作業(yè)負(fù)擔(dān)重的問題。在研究中,選取了內(nèi)蒙古包頭市包鋼第三中學(xué)九年級的2個(gè)班為研究對象,其中4班是實(shí)驗(yàn)班,11班是對照班。研究主要有以下幾個(gè)重要步驟：(1)訪談一線初中教師,了解不同教師及不同學(xué)科教師對于本次研究的看法和意見,同時(shí),調(diào)查初中生總的作業(yè)負(fù)擔(dān)及化學(xué)作業(yè)的負(fù)擔(dān)；(2)將學(xué)生分層,設(shè)計(jì)編制對應(yīng)的分層作業(yè),實(shí)施分層作業(yè)；(3)分層作業(yè)實(shí)施一段時(shí)間后,進(jìn)行訪談及問卷調(diào)查,調(diào)查學(xué)生對于本作業(yè)策略的看法；(4)進(jìn)行測試,通過前后兩次成績的對比,明確本作業(yè)策略對學(xué)優(yōu)生、學(xué)中生、學(xué)困生學(xué)習(xí)效果的影響。通過本研究可以看到,分層作業(yè)是有效的。它不僅培養(yǎng)了不同學(xué)生的化學(xué)思維能力,提升了學(xué)生對于化學(xué)的興趣。也同時(shí)促進(jìn)了一些化學(xué)后進(jìn)生的轉(zhuǎn)化,通過分層作業(yè),他們逐漸打下了堅(jiān)實(shí)的化學(xué)基礎(chǔ),增強(qiáng)了學(xué)好化學(xué)的信心。最終體現(xiàn)了新課程以學(xué)生為本,因材施教的理念。
[Abstract]:As a new curriculum for junior middle school students, it is an important task for them to systematically understand chemistry and master basic experimental skills. As an auxiliary part of teaching, homework is an effective bearing and extension of the classroom, and it is also a timely internalization of classroom knowledge into skills, thus deepening the emotional attitude and value goals of the curriculum. At the same time, teachers can flexibly grasp the classroom according to the feedback of effective homework. Therefore, homework is also an important part of teaching activities. In this study, two classes of grade 9 in Baotou No.3 Middle School of Baotou City, Inner Mongolia, were selected as the research objects. Four classes were experimental classes and 11 classes were control classes. Suddenly: (1) interview the front-line junior middle school teachers, to understand the views and opinions of different teachers and teachers of different disciplines on this study, at the same time, survey the total homework burden of junior high school students and the burden of chemical homework; (2) stratify the students, design and compile corresponding stratified homework, implementation of stratified homework; (3) stratified homework after a period of time, interview Talking about questionnaires and investigating students'opinions on this homework strategy; (4) Conducting tests and comparing the results before and after the two tests to make clear the effect of this homework strategy on the learning effect of students with excellent learning ability, students with learning difficulties. At the same time, it also promotes the transformation of some Underachievers in chemistry. Through layered homework, they gradually lay a solid foundation in chemistry and enhance their confidence in learning chemistry well. Finally, it embodies the concept of student-oriented and teaching students in accordance with their aptitude in the new curriculum.
【學(xué)位授予單位】：華東師范大學(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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相關(guān)期刊論文 前1條

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本文編號：2202205