本文關(guān)鍵詞：基于概念轉(zhuǎn)變的“電解質(zhì)”教學(xué)設(shè)計(jì)研究　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：“電解質(zhì)”內(nèi)容在高中化學(xué)中占有舉足輕重的地位,學(xué)生對“電解質(zhì)”相關(guān)概念的理解直接影響著之后對電離平衡、離子反應(yīng)、鹽類水解等核心概念的學(xué)習(xí)。而在教學(xué)實(shí)踐過程中發(fā)現(xiàn),學(xué)生對“電解質(zhì)”內(nèi)容存在多種多樣的與科學(xué)概念不相符的模糊的甚至是錯(cuò)誤的概念,即相異構(gòu)想。因此教師在教學(xué)過程中應(yīng)該明確學(xué)生學(xué)習(xí)之前頭腦中存在的相異構(gòu)想,然后找到一種行之有效的教學(xué)模式,尋找有針對性的教學(xué)策略,能夠?qū)W(xué)生頭腦中那些模糊的、不清楚的甚至是錯(cuò)誤的概念轉(zhuǎn)化為正確的、與科學(xué)相符的概念,即進(jìn)行“概念轉(zhuǎn)變”的教學(xué)。本論文在綜述“電解質(zhì)教學(xué)設(shè)計(jì)”等知識(shí)內(nèi)容的基礎(chǔ)上,以概念轉(zhuǎn)變的教學(xué)模式作為理論基礎(chǔ),分析了課標(biāo)、教科書中對“電解質(zhì)”內(nèi)容的闡述,利用調(diào)查問卷法明確了學(xué)生頭腦中存在的一些相異構(gòu)想,進(jìn)而得出教學(xué)的重難點(diǎn),然后進(jìn)行了基于概念轉(zhuǎn)變的“電解質(zhì)”教學(xué)設(shè)計(jì),為了檢驗(yàn)該設(shè)計(jì)的教學(xué)效果,我們進(jìn)行了教學(xué)實(shí)踐研究。實(shí)踐結(jié)果表明,實(shí)驗(yàn)班較對照班成績效果顯著,即基于概念轉(zhuǎn)變的教學(xué)有利于學(xué)生對概念的深刻理解,并且建立概念之間的聯(lián)結(jié),形成一定的概念體系。本論文共包括九個(gè)部分,主要內(nèi)容如下:第一部分,首先論述了選題的原因。第二部分,綜述國內(nèi)外有關(guān)相異構(gòu)想、概念轉(zhuǎn)變、電解質(zhì)教學(xué)設(shè)計(jì)的研究,在明確他們當(dāng)前達(dá)成的共識(shí)、發(fā)展趨勢及空間上,通過分析總結(jié)找到本論文研究的突破口。第三部分,研究的目的和任務(wù)。第四部分,闡述了基于概念轉(zhuǎn)變的化學(xué)教學(xué)設(shè)計(jì)思路。第五部分,教材內(nèi)容分析。首先對課標(biāo)中對本節(jié)的要求進(jìn)行了解讀,并且聯(lián)系初中、高中必修及高中選修三個(gè)階段的要求,明確本節(jié)學(xué)習(xí)的意義及重要性。其次對教材中關(guān)于本節(jié)的編排和相關(guān)知識(shí)內(nèi)容進(jìn)行可分析,并對照人教版、蘇教版不同版本的教材進(jìn)行了對比。最后通過以上分析確立了本節(jié)的知識(shí)框架,明確了本節(jié)的重要概念。第六部分,學(xué)情分析。通過問卷調(diào)查和學(xué)生訪談,明確學(xué)生的原有知識(shí)經(jīng)驗(yàn)。并結(jié)合對教材的分析確立教學(xué)目標(biāo)與重難點(diǎn)。第七部分,教學(xué)設(shè)計(jì)。根據(jù)調(diào)查問卷與學(xué)生訪談,在分析教材的基礎(chǔ)上設(shè)計(jì)“電解質(zhì)”教學(xué)設(shè)計(jì),為教學(xué)實(shí)施做準(zhǔn)備。第八部分,教學(xué)實(shí)踐研究。用自制的知識(shí)測試卷檢驗(yàn)教學(xué)效果,并用SPSS軟件進(jìn)行數(shù)據(jù)分析,從而得出結(jié)論。第九部分,研究結(jié)論與展望。總結(jié)了本論文的研究結(jié)果,并提出了需要進(jìn)一步解決的問題。
[Abstract]:The content of electrolyte plays a decisive role in high school chemistry. Students' understanding of the concept of electrolytes directly influences the learning of core concepts such as ionization equilibrium, ionic reaction and salt hydrolysis. However, in the teaching practice, it is found that there are various and even wrong concepts about the contents of electrolytes, which is inconsistent with scientific concepts. Therefore teachers should clear students' alternative conceptions before mind exists in the teaching process, and find an effective teaching model for targeted teaching strategies, students will be able to mind those vague, unclear and even wrong concepts into the correct and scientific concept match, i.e. "conceptual change teaching. Based on the review of "electrolyte teaching design" knowledge content, to the conceptual change teaching model as the theoretical basis, analysis of the curriculum, the textbook of "electrolyte" are discussed, through the questionnaire clearly exist in the minds of students some different ideas, and then come to teaching, then based on the change of the concept of "electrolyte" teaching design, in order to test the design of the teaching effect, we studied the teaching practice. The result of practice shows that the effect of the experimental class is better than that of the control class, that is, teaching based on conceptual change is conducive to students' deep understanding of the concept, and establishing the connection between concepts, forming a certain conceptual system. This paper consists of nine parts, the main contents are as follows: the first part, first of all, discusses the reasons for the topic. The second part is to review the research on dissimilarity conception, conceptual change and electrolyte instructional design at home and abroad, and identify their current consensus, development trend and space, and find the breakthrough of this research through analysis and summary. The third part, the purpose and task of the study. In the fourth part, the idea of chemical teaching design based on conceptual change is expounded. The fifth part, the analysis of the content of the textbook. First, we interpret the requirements of this section in the curriculum standard, and contact the requirements of three stages of junior high school, high school compulsory and high school elective, to clarify the significance and importance of this section. Secondly, we can analyze the arrangement of this section and the related knowledge in the textbook, and compare the different versions of the different versions of the teaching edition and the Soviet edition. Finally, through the above analysis, the knowledge framework of this section is established, and the important concepts of this section are clearly defined. The sixth part, the analysis of the learning situation. Through questionnaire survey and student interview, the original knowledge and experience of the students are clearly defined. And combining the analysis of the teaching materials to establish teaching objectives and heavy difficulties. The seventh part, teaching design. According to the questionnaire and the interview with the students, the teaching design of "electrolyte" is designed on the basis of the analysis of the textbook, so as to prepare for the implementation of the teaching. The eighth part, the study of teaching practice. Use the self-made knowledge test volume to test the teaching effect, and use SPSS software to analyze the data, so as to draw the conclusion. The ninth part, the research conclusion and the prospect. The research results of this paper are summarized, and the problems that need to be solved further are put forward.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.8

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