【摘要】：基于問(wèn)題的學(xué)習(xí)(Problem-Based Learning,簡(jiǎn)稱(chēng)PBL)是一種以學(xué)生為中心、教師充當(dāng)信息提供者、扮演輔助角色的教學(xué)模式,即通過(guò)教育者精心的設(shè)計(jì),把學(xué)生要即將學(xué)到的知識(shí)置于復(fù)雜的、結(jié)構(gòu)不良的實(shí)際生活情境中,以學(xué)生已經(jīng)具備的多個(gè)領(lǐng)域?qū)W科知識(shí)為基礎(chǔ),以問(wèn)題的解決為主線,學(xué)生通過(guò)合作與探討的學(xué)習(xí)氛圍中挖掘和構(gòu)建隱含的知識(shí)。由于我國(guó)特殊的教育現(xiàn)狀,高考成為我國(guó)教育的一大亮點(diǎn),高中基礎(chǔ)教育逐漸把莘莘學(xué)子轉(zhuǎn)向分?jǐn)?shù)的奴隸與考試的工具,海量的習(xí)題成為高中學(xué)生日常生活的“必需品”。隨著新課程改革的到來(lái),新授課的課堂也慢慢地發(fā)生著潛移默化的改變,可是相對(duì)新授課而言復(fù)習(xí)課教學(xué)模式的改變就顯得微乎其微了,很多復(fù)習(xí)課的課堂是枯燥無(wú)味的習(xí)題課,不能很好激發(fā)學(xué)生學(xué)習(xí)興趣。為了在教育方法上有所突破和創(chuàng)新,提高復(fù)習(xí)課的教學(xué)質(zhì)量,本研究把PBL應(yīng)用在高一化學(xué)必修1復(fù)習(xí)課的教學(xué)實(shí)踐中,結(jié)合“鋁及其重要化合物”的專(zhuān)題復(fù)習(xí)課為研究案例闡述PBL復(fù)習(xí)課的教學(xué)設(shè)計(jì),最后通過(guò)問(wèn)卷調(diào)查、訪談以及統(tǒng)計(jì)分析的方法探究PBL復(fù)習(xí)課對(duì)學(xué)生的影響。得到以下結(jié)論:PBL復(fù)習(xí)課對(duì)學(xué)生的成績(jī)的提高較為顯著。其次,在學(xué)習(xí)興趣、獲得知識(shí)的系統(tǒng)性、體驗(yàn)知識(shí)的適用性等方面,參與實(shí)驗(yàn)的大部分學(xué)生認(rèn)為PBL復(fù)習(xí)課優(yōu)越于傳統(tǒng)課堂。
[Abstract]:Problem-based learning (PBL) is a student-centered teaching model in which teachers act as information providers and act as auxiliaries, that is, through careful design by educators. Placing the knowledge that students are about to learn in a complex, ill-structured real life situation, based on the knowledge of a number of disciplines that students already possess, and taking problem-solving as the main line. Students excavate and construct the implied knowledge in the learning atmosphere of cooperation and discussion. Because of the special educational situation in our country, the college entrance examination has become a bright spot in our country's education. The elementary education in senior high school has gradually turned the students into the slave of scores and the tool of examination, and the massive exercises have become the "necessity" of the daily life of the high school students. With the advent of the new curriculum reform, the new classroom teaching is slowly changing, but compared with the new teaching, the change of the teaching mode of the revision course appears to be very little. Many recitation classes are boring exercise classes, which can not well stimulate students' interest in learning. In order to make a breakthrough and innovation in the educational methods and improve the teaching quality of the revision course, this study applies PBL to the teaching practice of the required 1 chemistry review course in Senior one. This paper discusses the teaching design of PBL review class based on the special topic review class of "Aluminium and its important compounds". At last, it explores the influence of PBL review class on students by questionnaire, interview and statistical analysis. The following conclusions are drawn: the improvement of students' scores in PBL review class is significant. Secondly, most of the students involved in the experiment think that the PBL review class is superior to the traditional one in the aspects of learning interest, the systematization of acquiring knowledge and the applicability of experiential knowledge.
【學(xué)位授予單位】：貴州師范大學(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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本文編號(hào)：2368009