【摘要】：高一化學(xué)的教學(xué)對(duì)初升高學(xué)生化學(xué)思維的轉(zhuǎn)變與科學(xué)思維的培養(yǎng)至關(guān)重要,而高一化學(xué)探究性教學(xué)和先行組織者策略均符合新課程、新課改的要求。探究性教學(xué)是以培養(yǎng)學(xué)生科學(xué)素養(yǎng)和創(chuàng)新意識(shí)為目標(biāo),重視知識(shí)的生成構(gòu)建過(guò)程,以學(xué)生為主體,教師引導(dǎo)啟發(fā)下的一種探究化學(xué)知識(shí)及本質(zhì)的一種教學(xué)活動(dòng)。但在高一化學(xué)教學(xué)中,探究性教學(xué)仍存在很多不足之處,學(xué)生的主體和教師的引導(dǎo)作用并不能有效的發(fā)揮。而先行組織者策略是奧蘇貝爾在有意義學(xué)習(xí)的基礎(chǔ)上提出來(lái)的一種教學(xué)策略,它有助于學(xué)生主動(dòng)構(gòu)建新舊知識(shí)聯(lián)系,完善學(xué)生的認(rèn)知結(jié)構(gòu),能使教學(xué)過(guò)程有序、層次、組織化。而且隨著探究性教學(xué)和先行組織者策略研究的不斷深入,其內(nèi)容及范圍得到了擴(kuò)展,都已不再局限某一種形式,先行組織者策略和探究性教學(xué)已經(jīng)能適用于高一化學(xué)很多知識(shí)內(nèi)容的教學(xué)。因此,筆者認(rèn)為將探究性教學(xué)與先行組織者策略相結(jié)合運(yùn)用于高一化學(xué)教學(xué)課堂中將具有重要的研究?jī)r(jià)值。本研究通過(guò)文獻(xiàn)法、觀摩中學(xué)課堂、比較研究、實(shí)地介入式研究及問(wèn)卷調(diào)查方法對(duì)高一化學(xué)探究性教學(xué)和先行組織者策略進(jìn)行研究。首先是對(duì)探究性教學(xué)和先行組織者策略相關(guān)理論的研究,在此基礎(chǔ)上,通過(guò)在三所學(xué)校的實(shí)習(xí)實(shí)踐,觀摩了高一化學(xué)教學(xué)課堂,總結(jié)探究性教學(xué)和先行組織者策略在運(yùn)用中存在的四個(gè)方面的不足,在此基礎(chǔ)上提出了高一化學(xué)探究性教學(xué)的先行組織者策略的八個(gè)設(shè)計(jì)原則,并對(duì)物質(zhì)的量、氣體的摩爾體積、物質(zhì)的分類(lèi)、酸堿鹽在水中的電離及氧化還原反應(yīng)的教學(xué)案例進(jìn)行比較分析,總結(jié)了高一化學(xué)教學(xué)中教師常用的先行組織者一般類(lèi)型。通過(guò)對(duì)課堂的觀摩、比較及分析,歸納了較容易誘發(fā)高一化學(xué)探究性教學(xué)的八種先行組織者具體策略類(lèi)型。然后對(duì)酸堿鹽在水中的電離和氧化還原反應(yīng)第一課時(shí)進(jìn)行探究性教學(xué)設(shè)計(jì),并在鳳凰縣某中學(xué)兩個(gè)班進(jìn)行教學(xué)實(shí)踐,實(shí)踐后對(duì)兩個(gè)班的教學(xué)效果及對(duì)學(xué)習(xí)的影響進(jìn)行問(wèn)卷調(diào)查。研究發(fā)現(xiàn)利用先行組織者策略來(lái)組織高一化學(xué)探究性教學(xué)不僅符合新課標(biāo)、新課改要求,促進(jìn)探究性教學(xué)在化學(xué)教學(xué)中普及,能有效融合教師引導(dǎo)和學(xué)生主體,使兩者在教學(xué)中都能有效發(fā)揮;通過(guò)該策略在高一化學(xué)教學(xué)中的初步運(yùn)用發(fā)現(xiàn)探究性教學(xué)的先行組織者策略對(duì)學(xué)生成績(jī)、興趣、學(xué)習(xí)積極性、分析解決化學(xué)問(wèn)題能力、科學(xué)素養(yǎng)、創(chuàng)新意識(shí)以及學(xué)習(xí)化學(xué)自信心方面的提高有促進(jìn)作用。
[Abstract]:The teaching of chemistry in Senior one is very important to the transformation of students' chemical thinking and the cultivation of scientific thinking, and the inquiry teaching of chemistry and the strategy of leading organizers are in line with the requirements of the new curriculum and the new curriculum reform. Inquiry teaching is a kind of teaching activity, which aims at cultivating students' scientific literacy and innovation consciousness, attaches importance to the process of forming knowledge, takes students as the main body, and teachers guide and enlighten the students to explore the nature and knowledge of chemistry. But in the chemistry teaching of Senior one, there are still many deficiencies in the inquiry teaching, and the main body of students and the leading role of teachers can not play an effective role. The strategy of leading the organizer is a kind of teaching strategy put forward by Ausubel on the basis of meaningful learning. It helps students to construct the connection of old and new knowledge actively, to perfect the cognitive structure of students, and to make the teaching process orderly, hierarchical and organized. Moreover, with the deepening of the research on inquiry teaching and the strategy of leading organizers, its content and scope have been expanded, and they are no longer limited to a certain form. The strategy of advance organizer and inquiry teaching can be applied to the teaching of many contents of chemistry in Senior one. Therefore, the author thinks that it is of great value to combine inquiry teaching with the strategy of leading organizer in the classroom of chemistry teaching in Senior one. In this study, the methods of literature, classroom observation, comparative study, field intervention and questionnaire survey were used to study the strategies of chemistry inquiry teaching and leading organizer in senior high school. The first part is the research on the theory of inquiry teaching and the strategy of leading organizer. On this basis, through the practice in three schools, we observe the chemistry teaching classroom of Senior one. This paper summarizes the four shortcomings in the application of inquiry teaching and the strategy of leading organizer, and puts forward eight design principles of the strategy of leading organizer of chemistry inquiry teaching in Senior one on this basis, and the quantity of material. The teaching cases of molar volume of gas, classification of substances, ionization of acid, alkali and salt in water and redox reaction were compared and analyzed. The general types of leading organizers used by teachers in chemistry teaching of Senior one were summarized. Through the observation, comparison and analysis of the classroom, this paper sums up eight types of specific strategies of the leading organizers which are easy to induce chemistry inquiry teaching in Senior one. Then, the inquiring teaching design of ionization and redox reaction of acid, alkali and salt in water was carried out, and the teaching practice was carried out in two classes of a middle school in Fenghuang County. After the practice, the teaching effect of the two classes and their effects on learning were investigated by questionnaire. It is found that the use of the strategy of the leading organizer to organize the inquiry teaching in senior one chemistry not only meets the requirements of the new curriculum standard and the new curriculum reform, but also promotes the popularization of inquiry teaching in chemistry teaching, and can effectively integrate teachers' guidance with students' main body. Through the preliminary application of this strategy in the chemistry teaching of senior high school, it is found that the leading organizer strategy of inquiry teaching can improve the students' achievement, interest, enthusiasm, and ability to solve chemical problems. The improvement of scientific accomplishment, innovation consciousness and study chemistry self-confidence has the promotion function.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.8

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