【摘要】：多年的教學(xué)實踐表明,以知識點羅列和講練結(jié)合為主的講授式教學(xué)固然能夠打牢基礎(chǔ)知識,但是這樣培養(yǎng)的學(xué)生欠缺獨立思考、欠缺自主學(xué)習(xí)能力,后續(xù)發(fā)展?jié)摿π?久被大學(xué)詬病。我們在深入研究生本教育理念及其指導(dǎo)下的教學(xué)實踐基礎(chǔ)上,依據(jù)高中學(xué)生的認(rèn)知及高中化學(xué)教學(xué)特點,在實踐中重新確立了新的師生角色觀。首先,學(xué)生是學(xué)習(xí)的主體,教師要明確學(xué)生的角色特征,學(xué)生自身也必須明確自己的角色;其次,教師從教學(xué)的中心角色轉(zhuǎn)變?yōu)橹敢较�、提供資料、指導(dǎo)方法、組織研討、提供幫助的角色上來。在此基礎(chǔ)上,我們探索出一種“基于自學(xué)自思、利用多方反饋、促進互動對話”的“三位一體全程交互”化學(xué)教學(xué)模式。這里的“三位一體”,包含四個維度的含義:一是由“課前、課中、課后”三個學(xué)習(xí)過程整合為一的三位一體;二是通過“自學(xué)自問、交流解疑、評價測試”三步學(xué)習(xí)完成一個“自學(xué)、反饋、對話”的有效學(xué)習(xí)過程三位一體;三是“教師、學(xué)生、教學(xué)素材”教學(xué)資源有效整合的三位一體;四是實現(xiàn)學(xué)生“知識學(xué)習(xí)、能力發(fā)展、學(xué)業(yè)成績”三豐收的三位一體�！叭灰惑w全程交互”化學(xué)教學(xué)模式的教學(xué)過程包含四個階段:課前自學(xué)自問、課中交流解疑反饋、課后測試反饋、習(xí)題課補充解疑。除了時間線之外,全程教學(xué)主要遵循兩條線:一條是明線,就是學(xué)生的學(xué),每一個環(huán)節(jié)都是學(xué)生在學(xué)、思、問、練;一條是暗線,學(xué)生每一步學(xué)習(xí)都離不開教師的指導(dǎo)、引導(dǎo),它不是放羊式的。這兩條線的順利發(fā)展基于每一步的完整反饋,實現(xiàn)充分的師生交互、生生交互、自我交互,在交互中實現(xiàn)教與學(xué)的雙重目標(biāo),培養(yǎng)學(xué)生的主動、合作、自學(xué)、交流的學(xué)習(xí)能力,實現(xiàn)教學(xué)與育人的雙重目標(biāo)�！叭灰惑w全程交互”模式教學(xué)過程必須輔以學(xué)案導(dǎo)學(xué)、微課輔學(xué)、小組合作、課堂小測、課后檢測、12xue教育云平臺、多法反饋等各種手段和教學(xué)工具,以便打通課前、課中、課后整個學(xué)習(xí)過程,促進學(xué)生有效自學(xué)、有效反饋、有效對話。這種教學(xué)模式想提供給學(xué)生的,一是學(xué)習(xí)可以依賴的依據(jù),二是可以看得到的學(xué)習(xí)成果,三是可以感受到的成就體驗,四是激發(fā)出來的內(nèi)在動力。本文提供的新授課教學(xué)案例和講評課教學(xué)案例,展示了這種想法的實現(xiàn)過程。
[Abstract]:Many years of teaching practice have shown that although lecture-based teaching based on the listing of knowledge points and the combination of lecture and practice can lay a solid foundation for basic knowledge, the students trained in this way lack independent thinking, lack the ability to learn independently, and have little potential for subsequent development. It has been criticized by universities for a long time. On the basis of deepening the concept of graduate education and its teaching practice, and according to the cognition of senior high school students and the characteristics of chemistry teaching in senior high school, we re-establish a new view of teacher-student role in practice. First of all, the students are the subject of learning, teachers to clarify the characteristics of the role of students, students themselves must also clarify their own role; Secondly, teachers change from the central role of teaching to the direction of guidance, provide information, guide methods, organize research, and help the role. On this basis, we explore a "Trinity whole process interaction" chemistry teaching model, which is based on self-study and multi-feedback to promote interactive dialogue. Here the "Trinity" contains the meaning of four dimensions: one is from "before class, in class, after class" three learning processes are integrated into one trinity; The second is to complete an effective learning process of "self-study, feedback, dialogue" through "self-study, communication, answer questions, evaluation and test" three-step learning process of "self-study, feedback, dialogue". The third is the trinity of effective integration of teaching resources of "teachers, students and teaching materials", and the third is the trinity of realizing students'"knowledge learning, ability development and academic achievement". The teaching process of the chemistry teaching model of "Trinity whole process interaction" consists of four stages: self-study before class, communication and feedback in class, after-class test feedback, supplementary question-solving in exercise class. In addition to the timeline, the whole teaching mainly follows two lines: one is the clear line, that is, the students' learning, each link is the students in learning, thinking, asking, practicing; One is the dark line, students can not learn without the teacher's guidance, it is not herding sheep. The smooth development of these two lines is based on the complete feedback of each step, realizing full teacher-student interaction, student-student interaction, self-interaction, realizing the double goals of teaching and learning in the interaction, and cultivating students' learning ability of initiative, cooperation, self-study and communication. To achieve the dual goals of teaching and education. The teaching process of the "Trinity whole process interaction" model must be supplemented by learning plan guidance, micro-lessons, group cooperation, classroom quiz, after-class testing, 12xue education cloud platform, multi-method feedback and other means and teaching tools, in order to get through the class before and during the class. After class the whole study process, promotes the student effective self-study, the effective feedback, the effective dialogue. What this teaching mode wants to provide to students is one is the basis that learning can rely on, the second is the learning achievement that can be seen, the third is the achievement experience that can be felt, the fourth is the internal motive force that stimulates. The new teaching cases and evaluation teaching cases presented in this paper show the realization process of this idea.
【學(xué)位授予單位】：魯東大學(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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