【摘要】：化學(xué)新課程改革的核心宗旨是提高學(xué)生的科學(xué)素養(yǎng),注重從三維目標(biāo)去全面發(fā)展學(xué)生的科學(xué)素養(yǎng)。在知識(shí)與技能方面提出了解化學(xué)科學(xué)發(fā)展的主要線索,理解基本的化學(xué)概念和原理,認(rèn)識(shí)化學(xué)現(xiàn)象的本質(zhì),理解化學(xué)變化的基本規(guī)律,形成有關(guān)化學(xué)科學(xué)的基本觀念的目標(biāo)。化學(xué)新課程標(biāo)準(zhǔn)的基本理念和目標(biāo)充分體現(xiàn)了化學(xué)概念原理知識(shí)教學(xué)的重要性,同時(shí)也隱含著新的教學(xué)要求,概念原理的學(xué)習(xí)不是簡(jiǎn)單的記憶,而是達(dá)到理解的水平,最終形成有關(guān)化學(xué)科學(xué)的基本概念,要求達(dá)到概念轉(zhuǎn)變的層次,這對(duì)傳統(tǒng)的概念原理教學(xué)提出了挑戰(zhàn)。微課的特點(diǎn)是主題突出、短小精悍,能解決學(xué)習(xí)者的認(rèn)知負(fù)荷問(wèn)題。因此,通過(guò)微課改善傳統(tǒng)概念原理知識(shí)的教學(xué),對(duì)提高教師的教學(xué)質(zhì)量和學(xué)生的學(xué)習(xí)質(zhì)量均有較大的幫助。本課題結(jié)合微課在概念原理知識(shí)教學(xué)中應(yīng)用研究的理論基礎(chǔ),利用現(xiàn)代教育技術(shù)手段提高教學(xué)效率,設(shè)計(jì)精細(xì)的微課教學(xué)方案并實(shí)施,檢驗(yàn)其效果,以期為中學(xué)化學(xué)教師利用微課進(jìn)行概念原理知識(shí)教學(xué)提供參考,從以下五個(gè)部分展開:第一部分:緒論。闡述了本研究的研究背景、相關(guān)研究綜述、研究的內(nèi)容、研究意義與價(jià)值、研究的方法。本研究是在教育信息化背景下,為積極響應(yīng)新課標(biāo)的呼喚,迎合時(shí)代和教學(xué)發(fā)展的要求,結(jié)合文獻(xiàn)研究法、實(shí)驗(yàn)研究法、案例研究法、問(wèn)卷調(diào)查法探索微課在化學(xué)概念原理知識(shí)教學(xué)中的應(yīng)用情況。第二部分:核心概念與理論基礎(chǔ)。概述了微課,認(rèn)知負(fù)荷理論、認(rèn)知結(jié)構(gòu)同化理論、可視化理論及其他們對(duì)微課概念原理知識(shí)教學(xué)的價(jià)值,為下文的研究提供理論基礎(chǔ)依據(jù)。第三部分:微課在高中化學(xué)概念原理知識(shí)教學(xué)中的模式構(gòu)建。該部分對(duì)高中化學(xué)概念原理知識(shí)內(nèi)容,學(xué)生認(rèn)知特點(diǎn),微課教學(xué)設(shè)計(jì)原則及微課模式的進(jìn)行綜合分析,為微課在化學(xué)概念原理知識(shí)教學(xué)中的應(yīng)用提供了相應(yīng)的技術(shù)支撐。第四部分:微課在化學(xué)概念原理知識(shí)中的實(shí)踐。根據(jù)教學(xué)相關(guān)理論、高中化學(xué)課程標(biāo)準(zhǔn)、微課設(shè)計(jì)原則等,設(shè)計(jì)了微課具體應(yīng)用于高中化學(xué)概念原理知識(shí)微課課堂教學(xué)的方案和相關(guān)測(cè)試、調(diào)查問(wèn)卷,并分析了調(diào)查結(jié)果,及時(shí)評(píng)價(jià)了微課在高中化學(xué)概念原理知識(shí)教學(xué)中的應(yīng)用效果。第五部分:總結(jié)與展望。最后,筆者對(duì)論文研究進(jìn)行了總結(jié)和反思,綜合分析概括了研究的成果,反思了論文的局限,總結(jié)研究的成果,并對(duì)往后的相關(guān)研究提出了相應(yīng)的展望。
[Abstract]:The core aim of the new chemistry curriculum reform is to improve the students' scientific literacy and to develop the students' scientific literacy in an all-round way. In the aspect of knowledge and skill, this paper puts forward the main clue of understanding the development of chemical science, understanding the basic concept and principle of chemistry, understanding the essence of chemical phenomenon, understanding the basic law of chemical change, and forming the goal of basic concept about chemical science. The basic idea and goal of the new chemistry curriculum standard fully embody the importance of the knowledge teaching of the chemical concept principle, but also imply the new teaching requirement. The study of the concept principle is not a simple memory, but a level of understanding. Finally, the basic concepts of chemical science are formed and the level of conceptual transformation is required, which challenges the traditional teaching of conceptual principles. The feature of micro-class is that the subject is prominent, short-cut, and can solve the problem of learners' cognitive load. Therefore, it is helpful to improve the teaching quality of teachers and students by improving the teaching of traditional concepts and principles. This subject combines the theory foundation of the application research in the concept principle knowledge teaching of the micro-course, using the modern educational technology means to improve the teaching efficiency, to design and carry out the fine micro-course teaching plan, to test its effect. In order to provide a reference for middle school chemistry teachers to use micro-class to teach the knowledge of concept and principle, from the following five parts: the first part: introduction. The research background, related research review, research content, research significance and value, and research methods are described. In the context of educational informatization, in order to respond positively to the call of the new curriculum standard and meet the requirements of the times and teaching development, this study combines the literature research method, the experimental research method, the case study method. This paper explores the application of microcourse in the teaching of chemical concept and principle knowledge by questionnaire. The second part: the core concept and theoretical basis. This paper summarizes the microcourse, the cognitive load theory, the cognitive structure assimilation theory, the visualization theory and their value to the knowledge teaching of the micro-lesson concept principle, which provides the theoretical basis for the following research. The third part: the mode construction of micro-class in high school chemistry concept knowledge teaching. This part gives a comprehensive analysis of the knowledge content of high school chemistry concept principle, students' cognitive characteristics, microcourse teaching design principle and micro class model, which provides the corresponding technical support for the application of micro class in the teaching of chemistry concept principle knowledge. The fourth part: the practice of micro-class in the knowledge of chemical concept principle. According to the relevant teaching theory, chemistry curriculum standard of senior high school, microcourse design principle and so on, this paper designs the scheme and related test of microcourse teaching of chemistry concept principle knowledge in senior high school, surveys questionnaire, and analyzes the result of the investigation. The application effect of microcourse in high school chemistry concept knowledge teaching is evaluated in time. Part five: summary and prospect. Finally, the author summarizes and reflects on the research, analyzes and summarizes the results of the research, reflects on the limitations of the paper, summarizes the results of the research, and puts forward the corresponding prospects for the related studies in the future.
【學(xué)位授予單位】：江西師范大學(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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