農(nóng)村高中化學(xué)實(shí)驗(yàn)教學(xué)現(xiàn)狀調(diào)查及策略研究
發(fā)布時(shí)間：2018-10-29 16:00
【摘要】：化學(xué)作為一門研究物質(zhì)及其變化規(guī)律的自然科學(xué),從它產(chǎn)生、形成起,就是以化學(xué)實(shí)驗(yàn)為基礎(chǔ)而發(fā)展的。直到現(xiàn)在有關(guān)化學(xué)體系的性質(zhì),結(jié)構(gòu)以及變化規(guī)律,仍然主要靠化學(xué)實(shí)驗(yàn)研究取得�；瘜W(xué)實(shí)驗(yàn)是化學(xué)教學(xué)的重要組成部分,在教材中占重要的地位。高中化學(xué)新課程標(biāo)準(zhǔn)在教學(xué)建議部分指出：“突出化學(xué)學(xué)科特征,更好地發(fā)揮實(shí)驗(yàn)的教育功能。以實(shí)驗(yàn)為基礎(chǔ)是化學(xué)學(xué)科的重要特征之一�；瘜W(xué)實(shí)驗(yàn)對(duì)全面提高學(xué)生的科學(xué)素養(yǎng)有著極為重要的作用�；瘜W(xué)實(shí)驗(yàn)有助于激發(fā)學(xué)生學(xué)習(xí)化學(xué)的興趣,創(chuàng)設(shè)生動(dòng)活潑的教學(xué)情景,幫助學(xué)生理解和掌握化學(xué)知識(shí)和技能,啟迪學(xué)生的科學(xué)思維,訓(xùn)練學(xué)生的科學(xué)方法,培養(yǎng)學(xué)生的科學(xué)態(tài)度和價(jià)值觀。”化學(xué)實(shí)驗(yàn)教學(xué)是化學(xué)教學(xué)的重要組成部分,隨著新課程的改革,化學(xué)實(shí)驗(yàn)在化學(xué)教學(xué)中的作用越來越突出,然而,由于長(zhǎng)期受應(yīng)試教育等多種因素的影響,社會(huì)、學(xué)校、教師以及學(xué)生對(duì)化學(xué)實(shí)驗(yàn)認(rèn)識(shí)不足,過分的看中考試結(jié)果而忽視實(shí)驗(yàn)操作,“重理論、輕實(shí)驗(yàn)”、“重結(jié)果、輕過程”等現(xiàn)象在高中化學(xué)實(shí)驗(yàn)教學(xué)中還較為普遍的存在,使實(shí)驗(yàn)課流于形式,無法將實(shí)驗(yàn)和理論緊密結(jié)合起來。本文首先介紹了新課程化學(xué)實(shí)驗(yàn)的特點(diǎn)及功能,然后以湖北省麻城市農(nóng)村高中為例,通過文獻(xiàn)查閱、調(diào)查問卷、訪談等方法對(duì)其化學(xué)實(shí)驗(yàn)教學(xué)現(xiàn)狀進(jìn)行調(diào)查研究。通過調(diào)查結(jié)果分析農(nóng)村高中化學(xué)實(shí)驗(yàn)教學(xué)上存在的問題。本文從社會(huì)、學(xué)校、教師和學(xué)生這四個(gè)方面進(jìn)行了分析。社會(huì)方面主要是考核制度不夠科學(xué),目前實(shí)驗(yàn)考核仍然停留在筆試考核這一唯一的形式上；學(xué)校方面主要是對(duì)化學(xué)實(shí)驗(yàn)認(rèn)識(shí)不足導(dǎo)致對(duì)實(shí)驗(yàn)室的管理不到位、對(duì)化學(xué)實(shí)驗(yàn)課時(shí)安排不足、對(duì)教師和學(xué)生的考核評(píng)價(jià)制度不科學(xué)；教師方面主要是教學(xué)理念與教學(xué)行為不符,使探究性實(shí)驗(yàn)教學(xué)流于形式,對(duì)化學(xué)實(shí)驗(yàn)教學(xué)認(rèn)識(shí)不到位,教學(xué)過程中缺乏積極性、主動(dòng)性,安于現(xiàn)狀,缺乏不斷學(xué)習(xí)和創(chuàng)新的精神,對(duì)學(xué)生的實(shí)驗(yàn)考核評(píng)價(jià)過于單一,不夠科學(xué)等問題；學(xué)生方面主要是實(shí)驗(yàn)態(tài)度以及實(shí)驗(yàn)?zāi)芰Φ膯栴},許多學(xué)生沒有正確認(rèn)識(shí)到化學(xué)實(shí)驗(yàn)的作用,對(duì)化學(xué)實(shí)驗(yàn)的態(tài)度不夠認(rèn)真,實(shí)驗(yàn)中表現(xiàn)出實(shí)驗(yàn)動(dòng)手能力差,實(shí)驗(yàn)設(shè)計(jì)能力以及實(shí)驗(yàn)探究能力缺乏,過于看重實(shí)驗(yàn)結(jié)果而輕視實(shí)驗(yàn)過程等問題�；谶@些問題,本文從社會(huì)、學(xué)校、教師和學(xué)生幾個(gè)方面提出了針對(duì)性的改進(jìn)策略,希望這些策略能夠?yàn)檗r(nóng)村化學(xué)實(shí)驗(yàn)教學(xué)提供參考,進(jìn)一步促進(jìn)化學(xué)實(shí)驗(yàn)教學(xué)改革,不斷提高實(shí)驗(yàn)教學(xué)的質(zhì)量。
[Abstract]:Chemistry, as a natural science, has been developed on the basis of chemical experiment since it came into being. Up to now, the properties, structures and changing laws of chemical systems are mainly obtained by chemical experiments. Chemical experiment is an important part of chemistry teaching and plays an important role in teaching materials. The new curriculum standard of chemistry in senior high school points out in the teaching suggestion part: "highlight the characteristic of chemistry subject, give play to the educational function of experiment better." Experimental basis is one of the important characteristics of chemistry. Chemical experiments play an important role in improving students' scientific literacy. Chemistry experiments are helpful to stimulate students' interest in chemistry, create lively teaching situations, help students understand and master chemistry knowledge and skills, enlighten students' scientific thinking, and train students' scientific methods. Cultivate students' scientific attitudes and values. " Chemistry experiment teaching is an important part of chemistry teaching. With the reform of new curriculum, the role of chemical experiment in chemistry teaching is more and more prominent. However, because of the influence of many factors such as examination-oriented education, society and school, Teachers and students don't know enough about chemistry experiment, they overvalue the test result and ignore the experiment operation. The phenomena such as "emphasizing theory, light experiment", "emphasizing result and neglecting process" still exist generally in chemistry experiment teaching in senior high school, such as "emphasizing theory, neglecting experiment", "emphasizing result, neglecting process" and so on. So that the experimental course is a mere formality, and it is impossible to combine the experiment and theory closely. This paper first introduces the characteristics and functions of the new curriculum chemistry experiment, then takes the rural high school in Macheng, Hubei Province as an example, through literature review, questionnaire, interview and other methods to investigate the current situation of chemical experiment teaching. This paper analyzes the problems in chemistry experiment teaching in rural senior high school by the result of investigation. This article has carried on the analysis from the society, the school, the teacher and the student these four aspects. The main social aspect is that the examination system is not scientific enough. At present, the experimental examination is still in the only form of written examination. On the school side, the lack of understanding of the chemistry experiment leads to the lack of management of the laboratory, the insufficient arrangement of the chemistry experiment hours, and the unscientific assessment system for the teachers and students. On the part of teachers, the teaching idea is not consistent with the teaching behavior, which makes the inquiry experiment teaching become a mere formality, the understanding of chemistry experiment teaching is not in place, the teaching process is lack of enthusiasm, initiative, and content with the present situation. Lack of the spirit of continuous learning and innovation, the assessment of the students' experimental evaluation is too single, not scientific and other issues; On the part of students, it is mainly about the attitude and ability of experiment. Many students don't recognize the role of chemical experiment correctly, they don't take it seriously enough, and they show poor ability to do experiments in the experiment. The ability of experiment design and the ability of experiment inquiry are not enough, and too much attention is paid to the experimental results and the process of experiment is ignored. Based on these problems, this paper puts forward some improving strategies from the aspects of society, schools, teachers and students, hoping that these strategies can provide references for rural chemistry experiment teaching and further promote the reform of chemistry experiment teaching. Improve the quality of experimental teaching.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8
本文編號(hào)：2298150
[Abstract]:Chemistry, as a natural science, has been developed on the basis of chemical experiment since it came into being. Up to now, the properties, structures and changing laws of chemical systems are mainly obtained by chemical experiments. Chemical experiment is an important part of chemistry teaching and plays an important role in teaching materials. The new curriculum standard of chemistry in senior high school points out in the teaching suggestion part: "highlight the characteristic of chemistry subject, give play to the educational function of experiment better." Experimental basis is one of the important characteristics of chemistry. Chemical experiments play an important role in improving students' scientific literacy. Chemistry experiments are helpful to stimulate students' interest in chemistry, create lively teaching situations, help students understand and master chemistry knowledge and skills, enlighten students' scientific thinking, and train students' scientific methods. Cultivate students' scientific attitudes and values. " Chemistry experiment teaching is an important part of chemistry teaching. With the reform of new curriculum, the role of chemical experiment in chemistry teaching is more and more prominent. However, because of the influence of many factors such as examination-oriented education, society and school, Teachers and students don't know enough about chemistry experiment, they overvalue the test result and ignore the experiment operation. The phenomena such as "emphasizing theory, light experiment", "emphasizing result and neglecting process" still exist generally in chemistry experiment teaching in senior high school, such as "emphasizing theory, neglecting experiment", "emphasizing result, neglecting process" and so on. So that the experimental course is a mere formality, and it is impossible to combine the experiment and theory closely. This paper first introduces the characteristics and functions of the new curriculum chemistry experiment, then takes the rural high school in Macheng, Hubei Province as an example, through literature review, questionnaire, interview and other methods to investigate the current situation of chemical experiment teaching. This paper analyzes the problems in chemistry experiment teaching in rural senior high school by the result of investigation. This article has carried on the analysis from the society, the school, the teacher and the student these four aspects. The main social aspect is that the examination system is not scientific enough. At present, the experimental examination is still in the only form of written examination. On the school side, the lack of understanding of the chemistry experiment leads to the lack of management of the laboratory, the insufficient arrangement of the chemistry experiment hours, and the unscientific assessment system for the teachers and students. On the part of teachers, the teaching idea is not consistent with the teaching behavior, which makes the inquiry experiment teaching become a mere formality, the understanding of chemistry experiment teaching is not in place, the teaching process is lack of enthusiasm, initiative, and content with the present situation. Lack of the spirit of continuous learning and innovation, the assessment of the students' experimental evaluation is too single, not scientific and other issues; On the part of students, it is mainly about the attitude and ability of experiment. Many students don't recognize the role of chemical experiment correctly, they don't take it seriously enough, and they show poor ability to do experiments in the experiment. The ability of experiment design and the ability of experiment inquiry are not enough, and too much attention is paid to the experimental results and the process of experiment is ignored. Based on these problems, this paper puts forward some improving strategies from the aspects of society, schools, teachers and students, hoping that these strategies can provide references for rural chemistry experiment teaching and further promote the reform of chemistry experiment teaching. Improve the quality of experimental teaching.
【學(xué)位授予單位】：華中師范大學(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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