本文選題：微粒觀 + 教學(xué)資源��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：化學(xué)微粒觀建構(gòu)意識(shí)影響著教師教的策略,學(xué)生學(xué)的方法,是當(dāng)代教育改革之關(guān)注點(diǎn)。筆者在教學(xué)實(shí)踐基地發(fā)現(xiàn),高一學(xué)生基礎(chǔ)不扎實(shí),沒有建立正確學(xué)習(xí)化學(xué)的方法,其根本源于初中學(xué)習(xí)方式的偏頗,特別是微粒觀的缺失,可見初三的基礎(chǔ)教育對(duì)高中教育的重要性。如何在短暫的一年,讓學(xué)生應(yīng)試之余留下珍貴的化學(xué)觀念是非常值得研究的。在查閱大量的文獻(xiàn)后,未發(fā)現(xiàn)能夠促進(jìn)學(xué)生微粒觀的建構(gòu)的可操作方案,據(jù)此筆者嘗試“基于信息技術(shù)促進(jìn)初三學(xué)生微粒觀建構(gòu)的實(shí)踐研究”,并形成一套教學(xué)資源,用于輔助教師教學(xué),促進(jìn)學(xué)生微粒觀的建構(gòu)。本研究將從如下六個(gè)方面進(jìn)行相關(guān)論述:第一部分:闡述選題由來(lái)、研究意義。筆者于教學(xué)實(shí)踐基地發(fā)現(xiàn)高一學(xué)生化學(xué)學(xué)習(xí)方法的偏頗極可能源于初中微粒觀的缺失,通過(guò)問(wèn)卷調(diào)查、訪談得知微粒觀缺失確實(shí)對(duì)高中化學(xué)造成極大影響,然查閱文獻(xiàn)卻發(fā)現(xiàn)大多研究為微粒觀的理論研究,沒有切實(shí)可行的能夠幫助學(xué)生微粒觀建構(gòu)的方案。因此如何增加學(xué)生學(xué)習(xí)興趣,化抽象為具體,最終促進(jìn)學(xué)生微粒觀的建構(gòu)成為研究的方向。第二部分:深入挖掘課標(biāo)理念;結(jié)合課標(biāo)要求重新列出初三化學(xué)課本中微粒觀的相關(guān)內(nèi)容;通過(guò)問(wèn)卷調(diào)查法初步總結(jié)出初三學(xué)生熱愛化學(xué)最主要的原因是喜歡做化學(xué)實(shí)驗(yàn)和仿真動(dòng)畫,不喜歡化學(xué)的原因是化學(xué)知識(shí)的繁瑣和抽象;通過(guò)調(diào)查分析法得到初三化學(xué)教師隊(duì)伍具備操作多媒體的能力。綜上,基于信息技術(shù)開發(fā)一套教學(xué)資源用于輔助教師教學(xué),促進(jìn)學(xué)生微粒觀的建構(gòu)切實(shí)可行。第三部分:首先闡述了微粒觀的內(nèi)涵及其在初三上期教材中的分布;在建構(gòu)主義、最近發(fā)展區(qū)、學(xué)習(xí)進(jìn)階理論的指導(dǎo)下進(jìn)行教學(xué)資源開發(fā),展示幾個(gè)微粒觀建構(gòu)關(guān)鍵階段的實(shí)例;其次基于以上理論得到學(xué)案設(shè)計(jì)策略。第四部分:學(xué)案完成,展示部分微粒觀建構(gòu)關(guān)鍵階段的學(xué)案。第五部分:教學(xué)資源實(shí)踐結(jié)果分析部分。將開發(fā)的全套教學(xué)資源用于雙流永安中學(xué)、新都大豐中學(xué)、成都西北中學(xué),定期采集數(shù)據(jù),與師生交流。將實(shí)驗(yàn)班、對(duì)照班的成績(jī)等數(shù)據(jù)用SPSS、Excel等專業(yè)軟件進(jìn)行分析,結(jié)果顯示,不同學(xué)校的實(shí)驗(yàn)班和對(duì)比班成績(jī)從三單元分子原子開始出現(xiàn)明顯的差異,尤其是涉及到微粒觀的題目差距較大�？梢�,開發(fā)出的教學(xué)資源對(duì)于促進(jìn)學(xué)生微粒觀的建構(gòu)起到了一定作用。第六部分:研究總結(jié)、反思和展望部分。通過(guò)實(shí)踐研究,得到基于信息技術(shù)的教學(xué)資源能夠在一定程度上促進(jìn)學(xué)生微粒觀的建構(gòu)的結(jié)論。但研究對(duì)象樣本有限,跟蹤研究實(shí)踐不足,尚可改進(jìn)并進(jìn)一步研究。
[Abstract]:The construction consciousness of chemical particle view influences teachers' teaching strategies and students' learning methods, which is the focus of contemporary education reform. In the teaching practice base, the author found that the foundation of senior one students is not solid, and they have not established the correct method of learning chemistry, which originates from the bias of learning style in junior high school, especially the lack of particle view. It can be seen that the third grade of basic education to the importance of high school education. In a short year, it is worth studying how to leave students with precious chemical ideas after taking the test. After consulting a large number of documents, there is no operational scheme that can promote the construction of students' particle view. Based on this, the author tries to "study the practice of promoting the construction of students' particle view based on information technology", and forms a set of teaching resources. It is used to assist teachers in teaching and to promote the construction of students' particle view. This research will be related to the following six aspects: the first part: explain the origin of the topic, the significance of the study. In the teaching practice base, the author found that the bias of chemistry learning methods of senior one students may be due to the lack of particle view in junior high school. Through the questionnaire survey, the author finds that the lack of particle view really has a great impact on senior high school chemistry. However, it is found that most of the studies are theoretical studies of particle view, and there is no feasible scheme to help students construct particle view. Therefore, how to increase students' interest in learning, turn abstract into concrete, and finally promote the construction of students' particle view has become the research direction. The second part: deeply excavating the idea of curriculum standard, and relisting the relevant contents of particle view in the chemistry textbook of junior high school according to the requirement of curriculum standard; The main reason of junior high school students' love of chemistry is that they like to do chemistry experiments and simulation animation, and the reason that they do not like chemistry is the complexity and abstraction of chemistry knowledge. Through investigation and analysis, the junior high school chemistry teachers have the ability to operate multimedia. In summary, it is feasible to develop a set of teaching resources based on information technology to assist teachers in teaching. The third part: firstly, it expounds the connotation of particle view and its distribution in the textbooks of the third grade of junior high school, and develops the teaching resources under the guidance of constructivism, the proximal development area, and the advanced learning theory. Several examples of the critical stage of particle view construction are presented. Secondly, the learning plan design strategy is obtained based on the above theory. The fourth part: the completion of the study plan, showing part of the particle view of the construction of the key stage of the case. The fifth part: the teaching resources practice result analysis part. The full set of teaching resources will be used in Shuangliu Yongan Middle School, Xindu Dafeng Middle School, Chengdu Northwest Middle School, regularly collecting data and exchanging with teachers and students. The data of the experimental class and the control class were analyzed with professional software such as SPSS Excel. The results showed that the scores of the experimental class and the contrast class in different schools were obviously different from three units of molecular atoms. In particular, there is a wide gap in the issues related to the concept of particles. Therefore, the developed teaching resources have played a certain role in promoting the construction of students' particle view. The sixth part: the research summary, the reflection and the prospect part. Through practical research, it is concluded that the teaching resources based on information technology can promote the construction of students' particle view to some extent. But the research object sample is limited, the tracking research practice is insufficient, can be improved and further research.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8;G434

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