【摘要】：“化學(xué)平衡”理論(包括電離平衡、水解平衡、溶解平衡)一直是廣大化學(xué)教師教學(xué)與學(xué)生學(xué)習(xí)的重點(diǎn)與難點(diǎn)所在�；瘜W(xué)平衡不僅是高中化學(xué)重要的教學(xué)內(nèi)容,也是教師和學(xué)生在教學(xué)過程與學(xué)習(xí)過程中的難點(diǎn)。研究“化學(xué)平衡”學(xué)習(xí)難點(diǎn)成因及教學(xué)設(shè)計(jì)的開發(fā),不僅可以幫助一線教師分析學(xué)生學(xué)習(xí)“化學(xué)平衡”過程中存在的學(xué)習(xí)難點(diǎn),順利建立宏觀與微觀之間的聯(lián)系,又可以提高教師教學(xué)效果。通過對(duì)國(guó)內(nèi)外現(xiàn)狀的分析,發(fā)現(xiàn)國(guó)外對(duì)這部分內(nèi)容的研究著重于學(xué)生所存在的前概念、錯(cuò)誤概念。國(guó)內(nèi)的化學(xué)平衡有關(guān)于迷思概念、前概念的研究。還有化學(xué)平衡教學(xué)策略的研究,但主要集中于某一化學(xué)問題的解決,如等效平衡、化學(xué)平衡常數(shù)、化學(xué)平衡的計(jì)算等,而對(duì)“化學(xué)平衡”學(xué)習(xí)難點(diǎn)成因分析以及教學(xué)設(shè)計(jì)開發(fā)的研究并不多。為了分析“化學(xué)平衡”學(xué)習(xí)難點(diǎn)成因以及為教師教學(xué)提出合理化建議,本研究從以下三個(gè)方面進(jìn)行;首先,通過對(duì)一線的富有豐富教學(xué)經(jīng)驗(yàn)的高中化學(xué)教師進(jìn)行問卷調(diào)查與訪談,了解學(xué)生在學(xué)習(xí)化學(xué)平衡的過程中存在的易錯(cuò)知識(shí)點(diǎn)和問題,便于從直觀角度了解學(xué)生學(xué)習(xí)困難的原因以及教師在教學(xué)過程中運(yùn)用何種教學(xué)策略順利突破重難點(diǎn),化繁為簡(jiǎn),從而為教學(xué)設(shè)計(jì)的研究提供一定的幫助;其次,根據(jù)對(duì)第一份調(diào)查問卷的分析,以及與教師的交流,以概念轉(zhuǎn)變理論、三重表征理論、建構(gòu)主義理論為依據(jù)設(shè)計(jì)化學(xué)平衡部分的教學(xué)內(nèi)容,并實(shí)施于實(shí)驗(yàn)班;第三,編制《化學(xué)平衡測(cè)試問卷》,對(duì)實(shí)驗(yàn)班和對(duì)照班進(jìn)行測(cè)試,量化教學(xué)效果,最終,完善教學(xué)設(shè)計(jì)。通過本研究得出以下結(jié)論:第一:學(xué)生在學(xué)習(xí)化學(xué)平衡過程中對(duì)等效平衡、化學(xué)平衡的計(jì)算以及化學(xué)反應(yīng)速率圖像等知識(shí)點(diǎn)問題比較突出。第二:學(xué)生的錯(cuò)誤概念主要出現(xiàn)在化學(xué)平衡建立過程中的反應(yīng)方向、化學(xué)平衡狀態(tài)的判斷、外界條件變化對(duì)反應(yīng)速率的影響、外界條件變化對(duì)化學(xué)平衡的影響。第三:通過以概念轉(zhuǎn)變理論、三重表征理論、建構(gòu)主義理論為依據(jù)開展的教學(xué)設(shè)計(jì)對(duì)轉(zhuǎn)變學(xué)生錯(cuò)誤概念、構(gòu)建宏觀表征與微觀表征的聯(lián)系、提高教學(xué)效果方面有一定的可行性和有效性。
[Abstract]:The theory of "chemical equilibrium" (including ionization equilibrium, hydrolytic equilibrium and dissolution equilibrium) has always been the focus and difficulty in the teaching and learning of chemistry teachers and students. Chemical balance is not only an important teaching content of chemistry in senior high school, but also a difficulty for teachers and students in the process of teaching and learning. The study of the causes of learning difficulties and the development of teaching design can not only help front-line teachers analyze the learning difficulties existing in the process of students' learning "chemical balance", but also smoothly establish the relationship between macro and micro. It can also improve the teaching effect of teachers. Through the analysis of the present situation at home and abroad, it is found that the foreign research on this part of the content focuses on the pre-concept and the wrong concept of the students. Chemical equilibrium in China has been studied on the concept of myth and preconception. There are also studies on the teaching strategies of chemical equilibrium, but they mainly focus on solving certain chemical problems, such as equivalent equilibrium, chemical equilibrium constants, calculation of chemical equilibrium, etc. However, there are few studies on the study difficulty of chemical balance and the development of teaching design. In order to analyze the causes of the learning difficulties of "chemical balance" and to put forward reasonable suggestions for teachers' teaching, this study is carried out from the following three aspects: first of all, Through the questionnaire survey and interview of the chemistry teachers with rich teaching experience in the front line, we can find out the error-prone knowledge points and problems existing in the process of students' learning chemical balance. It is convenient to understand the causes of students' learning difficulties from an intuitive point of view and what teaching strategies teachers use in the teaching process to successfully break through the heavy difficulties and simplify them so as to provide some help for the study of teaching design. According to the analysis of the first questionnaire and the communication with the teachers, based on the theory of conceptual transformation, the theory of triple representation and the theory of constructivism, the teaching contents of the chemical balance part are designed and implemented in the experimental class. The chemical balance test questionnaire was compiled, the experimental class and the control class were tested, the teaching effect was quantified, and the teaching design was improved. The main conclusions are as follows: firstly, the problems of equivalent equilibrium, calculation of chemical equilibrium and the image of chemical reaction rate are prominent in the process of studying chemical equilibrium. Second, the students' misconception mainly appears in the reaction direction, the judgement of the chemical equilibrium state, the influence of the change of the external condition on the reaction rate, and the influence of the change of the external condition on the chemical equilibrium during the process of establishing the chemical equilibrium. Thirdly, through the teaching design based on conceptual transformation theory, triple representation theory and constructivism theory, the relationship between macro representation and micro representation is constructed. It is feasible and effective to improve the teaching effect.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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