基于問題鏈的化學教學案例的開發(fā)與實踐
發(fā)布時間：2019-04-20 11:52
【摘要】：發(fā)展學生的學習主動性已經成為當今教育的主旨之一。課堂教學中,教師往往利用問題來促進學生的思考和探究,從而發(fā)揮學生的積極主動性。因而,提問成為了課堂教學中師生交流互動的主要方式。然而,實踐中,教師的問題教學效果不佳。其中一個重要的原因是教師提出的問題零散、不系統(tǒng),從而影響了學生對知識的理解和思維的發(fā)展。因此,如何設計出環(huán)環(huán)相扣、層層遞進的高質量問題,成為了有效教學的關鍵。當前,諸多學者就問題鏈的相關理論、原則、類型、策略等方面進行了研究,但實踐層面相對薄弱,尤其是問題鏈教學的設計。對于問題鏈案例設計與實證的研究則相對匱乏。本研究在一定的理論基礎和實踐基礎上,遵循教學設計的一般思路,著眼于問題鏈的化學教學案例的開發(fā)與實踐。研究以高中化學動力學相關內容為載體,就新課與復習課兩種課型設計系列問題鏈教學案例,并以杭州市余杭區(qū)一中學高二年級某班43名學生為對象,進行了教學實踐。同時,通過問卷調查、測驗、訪談、觀察等方法收集數(shù)據(jù),檢測教學案例實施的可行性與實效性。研究發(fā)現(xiàn),開發(fā)的問題鏈化學教學案例應用于化學課堂中,能夠充分調動學生的學習積極性、激發(fā)學生的學習興趣、提高學生的參與性、增強師生互動、促進學生化學知識的理解、提高化學學習成績、優(yōu)化化學課堂教學實踐。本研究進一步豐富了問題鏈的教學實踐,所開發(fā)的案例及教學過程為廣大化學教師有效設計問題鏈及有效展開問題鏈教學提供了有有益的參考和借鑒。
[Abstract]:Developing students' learning initiative has become one of the main themes of today's education. In classroom teaching, teachers often use questions to promote students' thinking and inquiry, so as to give full play to students' initiative. Therefore, questioning has become the main way of interaction between teachers and students in classroom teaching. However, in practice, the teacher's problem teaching effect is not good. One of the important reasons is that the teachers' questions are scattered and not systematic, which affects the students' understanding of knowledge and the development of their thinking. Therefore, the key to effective teaching is how to design the high quality problem of ring-link and step-by-step progression. At present, many scholars have studied the related theories, principles, types and strategies of problem chain, but the practical level is relatively weak, especially in the design of problem chain teaching. For the problem chain case design and empirical research is relatively scarce. On the basis of certain theory and practice, this research follows the general idea of teaching design and focuses on the development and practice of chemistry teaching cases with problem chain. Based on the relevant contents of chemical dynamics in senior high school, this paper studies the teaching cases of two kinds of problem chain teaching in the design of new class and review class, and takes 43 students of Grade 2 in Yuhang District of Hangzhou City as the object to carry on the teaching practice in the teaching practice of 43 students in the second grade of senior high school in Yuhang District, Hangzhou City. At the same time, through questionnaires, tests, interviews, observations and other methods to collect data, to test the feasibility and effectiveness of teaching case implementation. It is found that the developed problem chain chemistry teaching cases can fully mobilize students' learning enthusiasm, stimulate students' interest in learning, improve students' participation and enhance teacher-student interaction. Promote students' understanding of chemistry knowledge, improve chemistry learning performance, optimize chemistry classroom teaching practice. This study further enriches the teaching practice of problem chain. The developed cases and teaching process provide a useful reference and reference for chemistry teachers to design and develop problem chain teaching effectively.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
本文編號：2461587
[Abstract]:Developing students' learning initiative has become one of the main themes of today's education. In classroom teaching, teachers often use questions to promote students' thinking and inquiry, so as to give full play to students' initiative. Therefore, questioning has become the main way of interaction between teachers and students in classroom teaching. However, in practice, the teacher's problem teaching effect is not good. One of the important reasons is that the teachers' questions are scattered and not systematic, which affects the students' understanding of knowledge and the development of their thinking. Therefore, the key to effective teaching is how to design the high quality problem of ring-link and step-by-step progression. At present, many scholars have studied the related theories, principles, types and strategies of problem chain, but the practical level is relatively weak, especially in the design of problem chain teaching. For the problem chain case design and empirical research is relatively scarce. On the basis of certain theory and practice, this research follows the general idea of teaching design and focuses on the development and practice of chemistry teaching cases with problem chain. Based on the relevant contents of chemical dynamics in senior high school, this paper studies the teaching cases of two kinds of problem chain teaching in the design of new class and review class, and takes 43 students of Grade 2 in Yuhang District of Hangzhou City as the object to carry on the teaching practice in the teaching practice of 43 students in the second grade of senior high school in Yuhang District, Hangzhou City. At the same time, through questionnaires, tests, interviews, observations and other methods to collect data, to test the feasibility and effectiveness of teaching case implementation. It is found that the developed problem chain chemistry teaching cases can fully mobilize students' learning enthusiasm, stimulate students' interest in learning, improve students' participation and enhance teacher-student interaction. Promote students' understanding of chemistry knowledge, improve chemistry learning performance, optimize chemistry classroom teaching practice. This study further enriches the teaching practice of problem chain. The developed cases and teaching process provide a useful reference and reference for chemistry teachers to design and develop problem chain teaching effectively.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
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