【摘要】：作為新型教學(xué)模式的翻轉(zhuǎn)課堂已被教育界所關(guān)注,其結(jié)構(gòu)特點(diǎn)實(shí)現(xiàn)了在線學(xué)習(xí)與傳統(tǒng)教學(xué)的高度融合,這種完美的融合適應(yīng)了現(xiàn)代教育發(fā)展的需要,符合新課程改革轉(zhuǎn)變學(xué)生的學(xué)習(xí)方式、提倡學(xué)習(xí)活動(dòng)的多樣化的要求。從以翻轉(zhuǎn)課堂為主進(jìn)行初高中化學(xué)知識(shí)銜接的教學(xué)設(shè)計(jì),從初中化學(xué)知識(shí)到高中化學(xué)知識(shí)的相關(guān)性、延伸性中找準(zhǔn)銜接點(diǎn)進(jìn)行翻轉(zhuǎn)課堂教學(xué),不但能夠激發(fā)學(xué)生化學(xué)學(xué)習(xí)興趣,而且解決了高一新生剛剛踏入高中會(huì)感覺(jué)到化學(xué)“學(xué)習(xí)難”的現(xiàn)象,實(shí)現(xiàn)更快、更好的適應(yīng)高一新生活,維持學(xué)生化學(xué)學(xué)習(xí)興趣與好奇心。本論文在查閱翻轉(zhuǎn)課堂相關(guān)文獻(xiàn)的基礎(chǔ)上,分析歸納目前翻轉(zhuǎn)課堂在實(shí)踐過(guò)程中存在的一些不足,因而提出初高中化學(xué)知識(shí)銜接進(jìn)行翻轉(zhuǎn)課堂教學(xué),作為本文研究的切入點(diǎn);在此基礎(chǔ)上,以建構(gòu)主義學(xué)習(xí)理論和布盧姆的掌握學(xué)習(xí)理論為指導(dǎo),從翻轉(zhuǎn)課堂的概念理解出發(fā),分析了初高中化學(xué)知識(shí)銜接的翻轉(zhuǎn)課堂教學(xué)模式的設(shè)計(jì);通過(guò)查找文獻(xiàn)、比較分析等方法對(duì)人教版《義務(wù)教育教科書九年級(jí)化學(xué)》與《普通高中化學(xué)1(必修)》知識(shí)銜接進(jìn)行比較研究,解讀新課標(biāo)對(duì)相關(guān)化學(xué)知識(shí)的內(nèi)容要求,并對(duì)初高中學(xué)生學(xué)習(xí)方法和學(xué)習(xí)心理的特點(diǎn)進(jìn)行了研究。根據(jù)上述研究之后,以“簡(jiǎn)單分類法及其應(yīng)用”與“氯氣的實(shí)驗(yàn)室制備”作為初高中化學(xué)知識(shí)銜接的翻轉(zhuǎn)課堂教學(xué)設(shè)計(jì)案例,并在真實(shí)的教學(xué)情境中進(jìn)行實(shí)踐�？偨Y(jié)了翻轉(zhuǎn)課堂的教學(xué)效果與體會(huì),教學(xué)實(shí)踐得到的反饋信息主要為把握教材內(nèi)容研究初高中化學(xué)銜接點(diǎn)進(jìn)行翻轉(zhuǎn)課堂教學(xué)設(shè)計(jì);翻轉(zhuǎn)課堂教學(xué)有效的實(shí)施是借助初高中化學(xué)知識(shí)銜接點(diǎn)分散教學(xué)重難點(diǎn)、降低學(xué)習(xí)難度,同時(shí)對(duì)學(xué)生的自主學(xué)習(xí)能力、合作交流能力、化學(xué)學(xué)習(xí)興趣等方面進(jìn)行了培養(yǎng);翻轉(zhuǎn)課堂不僅調(diào)動(dòng)老師們的積極性,而且對(duì)教師自身專業(yè)素養(yǎng)的提升有促進(jìn)作用。經(jīng)過(guò)本次教學(xué)實(shí)踐的研究表明,翻轉(zhuǎn)課堂可以真正實(shí)現(xiàn)發(fā)揮學(xué)生的主體性和教師的主導(dǎo)作用,同時(shí),基于初高中化學(xué)銜接性知識(shí)進(jìn)行翻轉(zhuǎn)課堂教學(xué)有利于教師教學(xué)效率的提升和學(xué)生學(xué)習(xí)效果的提高,同時(shí)學(xué)生在化學(xué)學(xué)習(xí)興趣、自主學(xué)習(xí)的控制能力等方面都有所提高,這種教學(xué)模式在真實(shí)情景中的實(shí)踐值得教師進(jìn)一步研究。因此,隨著我們不斷的實(shí)踐、研究、反思,翻轉(zhuǎn)課堂定會(huì)在我國(guó)取得一定的成功,為提升學(xué)生的科學(xué)素養(yǎng)做出一份貢獻(xiàn)。
[Abstract]:As a new teaching mode, flipping classroom has been paid attention to by the educational circles. Its structural characteristics have realized the high integration of online learning and traditional teaching, and this perfect integration has adapted to the needs of the development of modern education. In line with the new curriculum reform to change the way students learn, promote the diversity of learning activities. From the teaching design of middle and high school chemistry knowledge linking mainly by flipping classroom, from junior high school chemistry knowledge to senior high school chemistry knowledge correlation, and from extending to finding the right connection point to flip classroom teaching, it can not only stimulate students' interest in chemistry learning, but also can stimulate students' interest in chemistry learning. Moreover, it solves the phenomenon that the freshmen of Senior one just step into high school will feel that chemistry is difficult to learn, to realize faster and better adapt to the new life of Senior one, and to maintain students' interest and curiosity in chemistry study. On the basis of consulting the relevant literature of flipping classroom, this paper analyzes and sums up some shortcomings existing in the practice process of flipping classroom at present, so it puts forward that the middle and high school chemistry knowledge link up to carry on the flipping classroom teaching, as the breakthrough point of this article research; On this basis, under the guidance of constructivism learning theory and Bloom's master learning theory, this paper analyzes the design of the flipping classroom teaching mode of chemistry knowledge convergence in middle and high schools from the perspective of the concept understanding of flipping classroom. Comparative analysis and other methods are used to compare and study the connection of the knowledge of the ninth grade chemistry of the compulsory education textbook and the chemistry 1 (compulsory course) of the ordinary senior high school, and to interpret the content requirements of the new curriculum standard for the related chemical knowledge. The characteristics of learning methods and learning psychology of junior high school students are also studied. According to the above research, "simple classification and its application" and "laboratory preparation of chlorine gas" were taken as a case study of middle and high school chemistry knowledge linking up in the flipping classroom teaching design case, and carried out in the real teaching situation. This paper summarizes the teaching effect and experience of flipping classroom, and the feedback information obtained from teaching practice is mainly to grasp the content of teaching material and study the chemistry link point of junior high school to carry on the design of flipping classroom teaching; The effective implementation of flipping classroom teaching is to reduce the learning difficulty by dispersing the key points of middle and high school chemistry knowledge, and at the same time to cultivate students' autonomous learning ability, cooperative communication ability, chemistry learning interest and so on. Flipping classroom not only arouses teachers' enthusiasm, but also promotes teachers' professional accomplishment. The research of this teaching practice shows that flipping classroom can really bring students' subjectivity and teachers' leading role into full play, at the same time, Flipping classroom teaching based on chemistry cohesive knowledge in middle and high schools is beneficial to the improvement of teachers' teaching efficiency and the improvement of students' learning effect. At the same time, the students' interest in chemistry learning and the control ability of autonomous learning have been improved. The practice of this teaching model in real situations is worthy of further study by teachers. Therefore, with our continuous practice, research, reflection, flipping classroom will be successful in our country, to improve the scientific literacy of students to make a contribution.
【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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