【摘要】：“物質(zhì)的量”是高中化學(xué)中最重要的基本概念之一,貫穿整個高中化學(xué)的學(xué)習(xí),在化學(xué)實(shí)驗(yàn)、化學(xué)計(jì)算等方面都占據(jù)著重要的地位。它所涵蓋的內(nèi)容不僅僅是一個化學(xué)概念的學(xué)習(xí),還包括物質(zhì)的量與微粒數(shù)目、氣體體積之間的相互關(guān)系,同時涉及氣體摩爾體積、溶液濃度的計(jì)算,并且與化學(xué)實(shí)驗(yàn)中的計(jì)量、化學(xué)分子式的確定也息息相關(guān)。由于涉及的內(nèi)容關(guān)系復(fù)雜、日常應(yīng)用不廣等原因造成物質(zhì)的量這一章節(jié)出現(xiàn)“教師難教,學(xué)生難學(xué)”的問題。主要困難表現(xiàn)為以下幾種：一是概念難以理解；二是計(jì)算難以掌握；三是教師不能很好把握學(xué)生的已有水平。新課程提出要促進(jìn)學(xué)習(xí)方式的轉(zhuǎn)變,適應(yīng)學(xué)生的個性發(fā)展,提高學(xué)生的科學(xué)素養(yǎng)。這就需要教師創(chuàng)造性地進(jìn)行教學(xué)和研究,改變傳統(tǒng)的教學(xué)方式,提高教學(xué)效率。通過對維果茨基的最近發(fā)展區(qū)理論及支架式教學(xué)的學(xué)習(xí),發(fā)現(xiàn)可以通過搭建學(xué)習(xí)支架的方式,讓學(xué)生通過學(xué)習(xí)支架,從現(xiàn)有的發(fā)展水平,順利跨越學(xué)習(xí)的最近發(fā)展區(qū),達(dá)到潛在的發(fā)展水平,完成知識的構(gòu)建和能力的內(nèi)化。嘗試將物質(zhì)的量的教學(xué)與搭建學(xué)習(xí)支架相結(jié)合,主要探討在物質(zhì)的量的教學(xué)中如何搭建學(xué)習(xí)支架以及搭建什么樣的支架,讓學(xué)生更有效的學(xué)習(xí)物質(zhì)的量及相關(guān)概念,了解化學(xué)概念學(xué)習(xí)的方法。這既是對化學(xué)概念教學(xué)的理論補(bǔ)充,又是將理論運(yùn)用于實(shí)踐的嘗試。文章分為六個部分：第一章主要介紹論文提出的背景、化學(xué)教學(xué)中普遍存在的問題、關(guān)于物質(zhì)的量和學(xué)習(xí)支架研究的文獻(xiàn)綜述及研究的目的、意義、內(nèi)容和設(shè)計(jì)；第二部分介紹學(xué)習(xí)支架搭建的理論概述包括學(xué)習(xí)支架的內(nèi)涵、學(xué)習(xí)支架的類型、學(xué)習(xí)支架提出的理論基礎(chǔ)及采用學(xué)習(xí)支架進(jìn)行教學(xué)的優(yōu)勢；第三部分主要研究如何搭建有效的學(xué)習(xí)支架,通過問卷調(diào)查高一學(xué)生關(guān)于“物質(zhì)的量”的現(xiàn)有發(fā)展水平,根據(jù)2003年國家教育部頒布的《普通高中化學(xué)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》及人教版教科書必修一分析學(xué)生學(xué)習(xí)物質(zhì)的量內(nèi)容的潛在發(fā)展水平,得出搭建有效學(xué)習(xí)支架的區(qū)間；第四部分主要探索搭建“物質(zhì)的量”學(xué)習(xí)支架過程中會遇到的障礙,通過設(shè)計(jì)問卷進(jìn)行調(diào)查,結(jié)合教師訪談分析總結(jié)搭建有效學(xué)習(xí)支架中遇到的障礙；第五部分是在理論基礎(chǔ)及實(shí)驗(yàn)調(diào)查的基礎(chǔ)上針對第四部分出現(xiàn)的障礙提出解決問題的策略；第六部分主要介紹在論文寫作中所做的工作、論文存在的不足及后續(xù)的研究方向。
[Abstract]:"quantity of matter" is one of the most important basic concepts in senior high school chemistry. It covers not only the study of a chemical concept, but also the relationship between the amount of matter and the number of particles, the volume of gas, the calculation of the molar volume of gas, the concentration of solution, and the measurement in chemical experiments. The determination of chemical formula is also closely related. Due to the complexity of the contents involved and the limited daily application, the problem of "the teacher is difficult to teach, the student is difficult to learn" is caused by the material quantity. The main difficulties are as follows: first, the concept is difficult to understand; second, the calculation is difficult to master; third, the teacher can not grasp the students' existing level. The new curriculum proposes to promote the change of learning style, adapt to the development of students' personality, and improve students' scientific literacy. This requires teachers to carry out creative teaching and research, to change the traditional teaching methods and to improve teaching efficiency. Through the study of Vygotsky's theory of the proximal development zone and scaffolding teaching, it is found that by building the learning scaffold, students can successfully cross the learning proximate development area from the current level of development through the learning scaffold. To achieve a potential level of development, complete the construction of knowledge and capacity internalization. This paper attempts to combine the teaching of material quantity with the construction of learning scaffold, mainly discusses how to build the learning scaffold and what kind of scaffold in the teaching of material quantity, so that students can learn the quantity of material and related concepts more effectively. Understand the methods of learning chemistry concepts. This is not only a theoretical supplement to the teaching of chemical concepts, but also an attempt to apply the theory to practice. The article is divided into six parts: the first chapter mainly introduces the background of the paper, the common problems in the chemistry teaching, the literature review and the purpose, significance, content and design of the research on the quantity of substances and learning scaffolding; The second part introduces the theory of learning scaffolding, including the connotation of learning scaffolds, the types of learning scaffolds, the theoretical basis of learning scaffolds and the advantages of teaching with learning scaffolds. The third part mainly studies how to build the effective learning scaffold, through the questionnaire survey on the "quantity of matter" of the existing level of development, According to the "Chemistry Curriculum Standard (experiment)" issued by the Ministry of Education in 2003 and the compulsory subject of the textbook, the potential development level of the quantity of students' learning material is analyzed, and the range of effective learning scaffolds is obtained. The fourth part mainly explores the obstacles encountered in the process of building the "quantity of material" learning scaffolds, through the design of questionnaires to investigate, combined with teacher interviews to summarize the obstacles encountered in building effective learning scaffolds; The fifth part is based on the theoretical basis and experimental investigation of the obstacles in the fourth part of the proposed solutions to the problem; the sixth part mainly introduces the work done in the paper, the shortcomings of the paper and the future research direction.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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