發(fā)布時間：2018-09-17 07:21

【摘要】：為適應(yīng)新時代對人才的要求,2003年新頒布的《普通高中課程標準(實驗)》中明確提出了新的化學課程目標體系,分別從“知識與技能”、“過程與方法”、“情感態(tài)度與價值觀”三個維度進行闡述。自新課程改革以來,各地區(qū)學校逐步踐行新課程理念,然而在實際教學中三維目標并沒有得到全面的落實。化學教學依舊受到應(yīng)試教育和教師傳統(tǒng)觀念的影響,大多只重視學生的學業(yè)成績,對學生能力培養(yǎng)和情感體驗方面并不重視。這就導致化學三維目標在教學中出現(xiàn)嚴重失衡的現(xiàn)象,僅僅是“知識與技能”方面得到了良好的發(fā)展,其他方面得不到落實。因此本文想探索一種教學模式,試圖通過這種教學模式的教學能很好地落實三維目標。在相關(guān)教學模式的學習和研究中,我們發(fā)現(xiàn)問題解決過程中能全面滲透著三維目標的各項內(nèi)容。于是我們提出構(gòu)建問題解決教學模型來促進化學三維目標的研究課題。在查閱和分析了國內(nèi)外關(guān)于問題解決和三維目標教學策略的研究的基礎(chǔ)上,以信息加工理論、建構(gòu)主義理論和PBL教學理論為主要理論基礎(chǔ),結(jié)合文獻資料分析和專家的意見,編制調(diào)查問卷,對滁州三個中學352名高一學生進行問卷調(diào)查。收集并分析數(shù)據(jù),結(jié)合理論基礎(chǔ),構(gòu)建問題解決教學模型流程圖,概括出該教學模型的基本特點：以三維目標為指導,促進學生全面發(fā)展；以問題解決為中心,整合三維目標；以學生活動為線索,注重方法和情感獲得；以情感體驗為動力,激發(fā)學生學習的積極性,并且提出了實施該教學模型的一般策略：創(chuàng)設(shè)問題情境,激發(fā)學生參與解決問題；發(fā)揮教師主導作用,保障問題解決有效進行；引導學生反思,強化發(fā)揮問題解決教學功效。基于上述的理論構(gòu)想,我們在滁州中學高一(15)班進行了問題解決教學模型的教學實踐研究,意在探索該模型對三維目標的落實的影響。以2004年人教版高一化學必修1的學習內(nèi)容為載體,實施了前面提出的問題解決教學模型,并結(jié)合具體案例闡述了具體的操作方法。實證研究結(jié)束后,我們從期末成績和化學三維目標落實情況調(diào)查問卷中收集事實證據(jù),對本文提出的化學問題解決教學模型進行客觀評價。結(jié)果表明：本文提出的問題解決教學模型可以提高學生的化學成績；學生在反思中總結(jié)和完善學習方法和提高課堂效率；學生經(jīng)歷問題解決過程,有利于體驗科學探究過程、獲得問題解決的方法策略、形成嚴謹科研精神和正確的價值觀；豐富的問題情境和生活素材有利于提高學生的學習興趣,增強學習化學熱情；從而得出所構(gòu)建的問題解決教學模型是有效的結(jié)論。盡管本課題研究取得了一定的教學成果,但由于本人的能力有限,在問卷的編制、目標檢測以及問卷數(shù)據(jù)的處理上存在一些不足,再加上實證研究的時間短、對象少,所以本課題提出的問題解決教學模型有待進一步完善和發(fā)展,研究結(jié)論有待后期進一步的檢驗。
[Abstract]:In order to meet the requirements of talents in the new era, the new curriculum standards for senior high schools (experiments) issued in 2003 clearly put forward a new target system of chemistry curriculum, which is expounded from three dimensions of "knowledge and skills", "process and method", "emotional attitude and values". The new curriculum concept, however, has not been fully implemented in the actual teaching of three-dimensional goals. Chemistry teaching is still affected by the examination-oriented education and teachers'traditional concepts, most of them only attach importance to students' academic performance, and do not attach importance to students'ability training and emotional experience. Hence, this paper intends to explore a teaching mode, through which three-dimensional objectives can be well implemented. In the study and research of relevant teaching modes, we find that the problem-solving process can be comprehensive. The contents of the three-dimensional goals are permeated. So we propose to construct a problem-solving teaching model to promote the three-dimensional goals of chemistry. On the basis of consulting and analyzing the teaching strategies of problem-solving and three-dimensional goals at home and abroad, the main theories are information processing theory, constructivism theory and PBL teaching theory. On the basis of literature analysis and experts'opinions, a questionnaire was compiled to investigate 352 high school students in three middle schools in Chuzhou. Data were collected and analyzed, and flow charts of problem-solving teaching model were constructed based on theoretical basis. The basic characteristics of the teaching model were summarized as follows: to promote students' all-round development under the guidance of three-dimensional goals. With problem solving as the center, integrating three-dimensional goals; with student activities as the clue, focusing on methods and emotional acquisition; with emotional experience as the driving force, stimulate students'enthusiasm for learning, and put forward the general strategy of implementing the teaching model: create problem situations, stimulate students to participate in solving problems; give play to the leading role of teachers, guarantee Based on the above theoretical conception, we conducted a practical study on the teaching model of problem solving in Chuzhou Middle School Class 15, aiming at exploring the effect of the model on the implementation of the three-dimensional goals. After the empirical study, we collect factual evidence from the final grade and the questionnaire of three-dimensional chemical goal implementation, and evaluate the teaching model of chemical problem solving objectively. The results show that the problem-solving teaching model proposed in this paper can improve the students'chemical performance; students summarize and improve their learning methods and classroom efficiency in reflection; students experience the problem-solving process, which is conducive to experiencing the scientific inquiry process, obtaining the methods and Strategies of problem-solving, forming a rigorous scientific research spirit and a correct price. Value concept; abundant problem situations and life materials are conducive to enhance students'interest in learning and enthusiasm for learning chemistry; thus draw the conclusion that the problem-solving teaching model is effective. There are some shortcomings in the processing of volume data, and the time of empirical research is short, and the object is few. Therefore, the problem-solving teaching model proposed in this paper needs to be further improved and developed, and the research conclusion needs to be further tested in the later period.
【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

【相似文獻】

相關(guān)期刊論文 前10條

1 侯春英;;高職教育網(wǎng)絡(luò)教學模型研究[J];電子技術(shù)與軟件工程;2013年20期

2 武生榮;李建章;;X3D在GPS教學中的應(yīng)用研究[J];現(xiàn)代遠程教育研究;2008年03期

3 余一明;;高職教育“3D-互動教學模型”的創(chuàng)建和詮釋[J];新課程研究(中旬刊);2010年10期

4 孔旭影;張燕云;;基于互聯(lián)網(wǎng)的課程教學[J];計算機教育;2013年16期

5 仲靜;;語文閱讀教學模型淺析[J];課外語文;2014年06期

6 申貝貝;;課堂教學模型研究[J];新課程研究(中旬刊);2014年02期

7 袁劍;劉剛;王文海;;構(gòu)建個性化遠程教學模型[J];中國教育網(wǎng)絡(luò);2007年01期

8 袁桂杰;;基于個性化學習的學生導向型遠程教學模型研究[J];中小學電教(下);2010年08期

9 傅曉鷗;;對教學因子的三維思考與“三維教學模型”[J];職業(yè)技術(shù)教育研究;2004年08期

10 胡晶晶;梁勇;;適應(yīng)性網(wǎng)絡(luò)教學模型探討[J];當代教育論壇(校長教育研究);2007年11期

相關(guān)會議論文 前4條

1 邢田;金翔;侯愛兵;吳明月;范蓬;;應(yīng)用三維動畫技術(shù)構(gòu)建牙體動態(tài)教學模型[A];第九次全國口腔醫(yī)學教育學術(shù)研討會論文集[C];2013年

2 洪友廉;;人體動作的計算機模擬和人體教學模型[A];運動生物力學研究方法[C];1986年

3 蘇煜;;田徑運動元認知教學模型設(shè)計與評價研究[A];第二十一屆全國高校田徑科研論文報告會論文專輯[C];2011年

4 王建平;史全水;康海霞;;用實體手當作教學模型的有機化學創(chuàng)新教育研究[A];第八屆全國大學化學教學研討會論文集[C];2005年

相關(guān)博士學位論文 前1條

1 徐展;基于心理學的網(wǎng)絡(luò)教學模型與實驗研究[D];西南師范大學;2003年

相關(guān)碩士學位論文 前9條

1 陜娟娟;翻轉(zhuǎn)課堂教學模型的研究及教學管理平臺的設(shè)計[D];北京農(nóng)學院;2015年

2 張瑞平;基于EST的雙主教學模型構(gòu)建與研究[D];河南大學;2012年

3 何磊;一種基于半分布式P2P結(jié)構(gòu)的網(wǎng)絡(luò)教學模型研究[D];云南師范大學;2009年

4 楊吉祥;指向化學三維目標的問題解決教學模型的構(gòu)建研究[D];廣西師范大學;2015年

5 蔡俊;基于多Agent的網(wǎng)絡(luò)教學模型的研究[D];浙江師范大學;2003年

6 陳其梅;PBL混合式課堂教學模型及資源平臺的構(gòu)建研究[D];浙江工業(yè)大學;2012年

7 牛奔;基于WEB智能的E-Learning教學模型研究[D];吉林大學;2009年

8 陳潔;基于交互白板的翻轉(zhuǎn)課堂教學案例設(shè)計[D];河北大學;2013年

9 金昊;論初中英語翻轉(zhuǎn)教學模型[D];上海師范大學;2014年

，

本文編號：2245141