【摘要】：“電離平衡”是高中化學(xué)階段的重要內(nèi)容,在高中化學(xué)知識網(wǎng)絡(luò)中是重點也是難點。新的教材編排體系注重知識的螺旋式的上升和多層面的呈現(xiàn),力求更好的學(xué)習(xí)效果。這一單元內(nèi)容系統(tǒng)性較強、學(xué)習(xí)要求彈性很大,概念性、核心性、理論性、綜合性都較強,涵蓋的知識面豐富、考察方式較靈活,對思維能力的要求很高,恰恰也是學(xué)生難以理解的微觀抽象的理論知識。電解質(zhì)溶液體系一般有幾個可逆反應(yīng),共同處于矛盾統(tǒng)一體中,相互影響,相互制約。學(xué)生抽象概念的形成、建模的思想和整體的思想還不成熟,學(xué)生的思維從宏觀到微觀的轉(zhuǎn)變顯得有些困難。所以這一模塊內(nèi)容是學(xué)生學(xué)習(xí)時的難點,也使教師教學(xué)的難度加大。 學(xué)習(xí)中的難點可能會變成學(xué)生學(xué)習(xí)的分化點,處理好教材和學(xué)習(xí)中的難點是優(yōu)化化學(xué)教學(xué)及提高學(xué)生學(xué)習(xí)效率的關(guān)鍵環(huán)節(jié)。如果采取有效的措施突破學(xué)習(xí)難點,將有利于培養(yǎng)學(xué)生的創(chuàng)新意識和化學(xué)素養(yǎng)、開發(fā)學(xué)生智力、內(nèi)化各種能力、并幫助學(xué)生形成化學(xué)思想。本研究通過系統(tǒng)的理論分析,以湖北省武昌實驗中學(xué)高二的2個普通班和2個實驗班的學(xué)生為研究對象,采用文獻分析法、問卷調(diào)查法、訪談法,對高中化學(xué)選修4“電離平衡”單元中的難點進行實證研究,調(diào)查學(xué)生對電離平衡知識的理解情況,對學(xué)生知識測驗結(jié)果進行分析歸納,找出學(xué)生在學(xué)習(xí)過程中思維跳躍較大或阻力較大的難點,通過理論研究深入分析,并找出學(xué)習(xí)難點形成的原因,最后根據(jù)理論指導(dǎo)實踐的原則,在分析調(diào)查結(jié)論的基礎(chǔ)上結(jié)合教學(xué)實踐提出突破難點的教學(xué)策略。 經(jīng)過調(diào)查分析和訪談,本研究得出如下結(jié)論：電離知識的難點均在于未能深入理解基本概念與原理的實質(zhì),學(xué)生能夠運用基本知識解決簡單的化學(xué)問題,知識的綜合運用存在障礙,知識的遷移運用能力和問題表征能力不足�！半婋x平衡”單元學(xué)習(xí)內(nèi)容中難點形成的主要原因在于缺乏有效的、針對性的化學(xué)認(rèn)知策略；個體身心發(fā)展階段性存在一定的局限；學(xué)生思維定勢的消極影響；化學(xué)認(rèn)知結(jié)構(gòu)存在缺陷；知識的儲備量少,結(jié)構(gòu)化程度低；知識的表征不完善,使知識變得僵化；問題表征的能力差以及學(xué)生頭腦中前科學(xué)概念干擾知識的構(gòu)建。 針對“電離平衡”單元學(xué)習(xí)內(nèi)容中的難點提出以下教學(xué)策略：整體把握教材,找準(zhǔn)知識邏輯順序；立足學(xué)生認(rèn)知,注重知識形成過程；豐富學(xué)生感性認(rèn)識,設(shè)置認(rèn)知變式問題,優(yōu)化學(xué)生的認(rèn)知策略；發(fā)展學(xué)生思維,促進知識正向遷移；改變教學(xué)方法,促進學(xué)習(xí)難點的突破。
[Abstract]:Ionization equilibrium is an important part of high school chemistry, and it is a key and difficult point in high school chemistry knowledge network. The new textbook arrangement system pays attention to the spiral of knowledge and the presentation of multiple levels in order to achieve better learning effect. The content of this unit is relatively systematic, the learning requirements are very flexible, conceptual, core, theoretical, and comprehensive, covering a wide range of knowledge, more flexible inspection methods, and very high requirements for thinking ability. Is precisely the student is difficult to understand the micro-abstract theoretical knowledge. There are several reversible reactions in electrolyte solution system, which are in contradictory unity, influence and restrict each other. The formation of abstract concept, the idea of modeling and the whole thought are not mature, so it is difficult for students to change their thinking from macro to micro. Therefore, the content of this module is difficult for students to learn, and makes it more difficult for teachers to teach. The difficulty in learning may become the differentiation point of students' learning. It is the key link to optimize chemistry teaching and improve the efficiency of students' study to deal with the teaching materials and the difficulties in learning well. If effective measures are taken to break through the learning difficulties, it will be beneficial to cultivate students' innovative consciousness and chemical literacy, develop students' intelligence, internalize various abilities, and help students form chemical thoughts. Through systematic theoretical analysis, this study takes the students of two ordinary classes and two experimental classes in Wuchang Experimental Middle School in Hubei Province as the research objects, and adopts the methods of literature analysis, questionnaire investigation and interview. This paper makes an empirical study on the difficulties in the 4 "ionization equilibrium" unit of chemistry elective course in senior high school, investigates the students' understanding of ionization equilibrium knowledge, and analyzes and summarizes the results of the students' knowledge test. This paper finds out the difficulty of students' thinking jump or resistance in the process of learning, analyzes deeply through theoretical research, and finds out the reasons for the formation of learning difficulties. Finally, according to the principle of guiding practice in theory, On the basis of analyzing the investigation conclusion, combining with teaching practice, the paper puts forward some teaching strategies to break through the difficulties. Through investigation, analysis and interviews, this study draws the following conclusions: the difficulty of ionization knowledge lies in not deeply understanding the essence of basic concepts and principles, and students can use basic knowledge to solve simple chemical problems. There are obstacles in the comprehensive application of knowledge, the ability of transfer and application of knowledge and the ability of problem representation are insufficient. The main reasons for the difficulties in the study of "ionization balance" unit are the lack of effective and targeted chemical cognitive strategies, the limitations of the stages of individual physical and mental development, the negative influence of students' thinking patterns, and the following aspects: (1) the main reasons for the formation of difficulties in "ionization balance" units; There are some defects in the structure of chemical cognition; the storage of knowledge is small and the degree of structurization is low; the representation of knowledge is imperfect, which makes knowledge become rigid; the ability of problem representation and the prescientific concepts in students' minds interfere with the construction of knowledge. In view of the difficulties in the study of "ionization balance" unit, the following teaching strategies are put forward: grasp the teaching material as a whole, find the logical sequence of knowledge, base on students' cognition and pay attention to the process of knowledge formation; Enrich students' perceptual knowledge, set up cognitive variant problems, optimize students' cognitive strategies, develop students' thinking, promote positive transfer of knowledge, change teaching methods and promote the breakthrough of learning difficulties.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：O6-4;G642.4

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