本文選題：微課資源 + 初中化學(xué)　； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：內(nèi)蒙古地區(qū)的旗(縣)中學(xué),受限于地理環(huán)境、經(jīng)濟(jì)文化、教學(xué)條件等多方面制約,辦學(xué)水平處于較低層次。盡管這類學(xué)校近年來(lái)也在嘗試推進(jìn)某些方面的教學(xué)改革,意在提升辦學(xué)質(zhì)量,但從筆者所在學(xué)校的實(shí)踐經(jīng)驗(yàn)來(lái)看,以往課改措施的實(shí)際成效與預(yù)期估計(jì)存在較大落差。筆者所在校的初中化學(xué)教學(xué)實(shí)際情況是:限于經(jīng)費(fèi),很多化學(xué)實(shí)驗(yàn)不能實(shí)際進(jìn)行;受擇校的影響,學(xué)習(xí)能力強(qiáng)的學(xué)生流轉(zhuǎn)它校,在讀學(xué)生基礎(chǔ)相對(duì)薄弱,主動(dòng)學(xué)習(xí)動(dòng)力不足,自主學(xué)習(xí)意識(shí)淡漠。針對(duì)這一狀況,本研究著眼于設(shè)計(jì)、制作一些相關(guān)教學(xué)內(nèi)容的微課資源,嘗試將微課資源支持下的翻轉(zhuǎn)課堂教學(xué)模式運(yùn)用初三化學(xué)教學(xué)中,以期提高學(xué)生的學(xué)習(xí)成績(jī)和自主學(xué)習(xí)能力。籍此探尋提高初中化學(xué)課程教學(xué)質(zhì)量的具體策略,旨在為同類學(xué)校、同一學(xué)段、同類課程的教改開(kāi)展提供參考與借鑒。本研究主要采用實(shí)驗(yàn)法進(jìn)行,并將文獻(xiàn)調(diào)研、問(wèn)卷調(diào)查、訪談等多種方法綜合運(yùn)用。研究采用實(shí)驗(yàn)組對(duì)照組前后測(cè)設(shè)計(jì)。先利用前期有關(guān)數(shù)據(jù)選取起點(diǎn)基本相同的兩個(gè)班(實(shí)驗(yàn)班和對(duì)照班),并選擇初中化學(xué)“構(gòu)成物質(zhì)的微粒”單元進(jìn)行微課教學(xué)設(shè)計(jì)及錄制;然后在實(shí)驗(yàn)班采用微課資源支持下的翻轉(zhuǎn)課堂教學(xué)模式開(kāi)展教學(xué),對(duì)照班仍采用傳統(tǒng)常規(guī)的以教為主教學(xué)模式,實(shí)驗(yàn)過(guò)程中注意對(duì)干擾變量加以控制;實(shí)驗(yàn)后測(cè)以學(xué)校月考試卷為主要依據(jù),從中遴選出與微課學(xué)習(xí)直接相關(guān)的內(nèi)容,采集習(xí)題測(cè)試數(shù)據(jù)進(jìn)行統(tǒng)計(jì)推斷分析,檢驗(yàn)研究假設(shè);實(shí)驗(yàn)研究后期,對(duì)學(xué)生開(kāi)展問(wèn)卷調(diào)查和訪談,綜合統(tǒng)計(jì)推斷和問(wèn)卷訪談結(jié)果得出研究結(jié)論。初步的分析結(jié)果表明,微課資源支持下的翻轉(zhuǎn)課堂教學(xué)模式有助于提高初中生的化學(xué)學(xué)習(xí)成績(jī),利于自主學(xué)習(xí)能力的培養(yǎng)。本文最后,對(duì)整個(gè)實(shí)驗(yàn)研究過(guò)程進(jìn)行了反思,找出了其中存在的主要不足,明確今后進(jìn)一步的努力方向。
[Abstract]:The flag (county) middle schools in Inner Mongolia are restricted by geographical environment, economy and culture, teaching conditions and so on, and the level of running a school is at a lower level. Although this kind of school is trying to promote some aspects of teaching reform in recent years in order to improve the quality of running a school, but from the practical experience of my school, there is a big gap between the actual effect of the previous curriculum reform measures and the expected estimate. The actual situation of chemistry teaching in junior high school is: limited to funds, many chemical experiments can not be carried out practically; students with strong learning ability are transferred to other schools under the influence of school selection, and the students' foundation is relatively weak, and the active learning motivation is insufficient. The consciousness of autonomous learning is indifferent. In view of this situation, this research focuses on designing and making some micro-lesson resources of related teaching contents, and tries to apply the flipping classroom teaching model supported by micro-lesson resources to junior high school chemistry teaching. In order to improve students' academic performance and autonomous learning ability. The purpose of this paper is to provide reference and reference for the development of the teaching reform of the same school, the same learning section and the same curriculum in order to explore the specific strategies to improve the teaching quality of the chemistry course in junior high school. This research mainly adopts the experimental method, and the literature investigation, the questionnaire survey, the interview and so on many kinds of methods synthetically uses. The experimental group was designed before and after the test. First, two classes with the same starting point (the experimental class and the control class) were selected by using the related data in the early stage, and the micro-course teaching design and recording were carried out by selecting the "particle of the constituent matter" unit of junior high school chemistry. Then the experimental class adopts the flipping classroom teaching mode supported by the micro-lesson resources, while the control class still adopts the traditional teaching-oriented teaching mode, and pays attention to the control of the disturbance variables in the process of experiment. After the experiment, the main basis of the test paper is the school monthly test paper, from which the contents directly related to the micro-lesson learning are selected, and the data of the exercise test are collected for statistical inference and analysis, and the research hypotheses are tested; at the later stage of the experimental study, Questionnaires and interviews were conducted to the students, and comprehensive statistical inference and questionnaire interviews were conducted to draw the conclusion of the research. The results show that the flipped classroom teaching model with the support of micro-course resources is helpful to improve junior high school students' chemistry learning achievement and to cultivate their autonomous learning ability. At the end of this paper, the author reflects on the whole process of experimental research, finds out the main shortcomings, and makes clear the direction of further efforts in the future.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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