本文關(guān)鍵詞：初中物理“原子與分子”概念的學(xué)習(xí)進(jìn)階及教學(xué)策略研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著現(xiàn)代社會(huì)的高速發(fā)展,知識(shí)量迅速增多,導(dǎo)致學(xué)生學(xué)習(xí)的知識(shí)廣而不精,學(xué)生只能表面地接受大量的科學(xué)知識(shí),但無法隨著時(shí)間的推移而對(duì)科學(xué)概念深入理解融會(huì)貫通,只能涉及到一些表淺的事實(shí)性知識(shí),這就造成學(xué)生不能夠深層次的理解所學(xué)的知識(shí),不能為以后繼續(xù)深入學(xué)習(xí)打下良好的基礎(chǔ)。大量研究表明,要想制定科學(xué)的課程標(biāo)準(zhǔn),就應(yīng)關(guān)注于該科學(xué)領(lǐng)域少數(shù)的核心概念,并且使學(xué)生隨著年齡的不斷增長而強(qiáng)化對(duì)各個(gè)領(lǐng)域核心概念的理解程度從而完成學(xué)習(xí)進(jìn)階。目前,盡管我國的物理課程改革均參考課程標(biāo)準(zhǔn)大綱來實(shí)施,但是從小學(xué)教育到高中教育所開展的綜合科學(xué)課程與分科課程的銜接仍存在問題,這個(gè)問題會(huì)影響學(xué)生思考問題能力的培養(yǎng)和解決問題能力的培養(yǎng)。因此,對(duì)于物理核心概念學(xué)習(xí)進(jìn)階的實(shí)施和完善,能夠增強(qiáng)小學(xué)、初中、高中知識(shí)的銜接程度,使學(xué)生隨著年級(jí)的增長而拓展和深化對(duì)核心概念的理解,有利于學(xué)生為未來的學(xué)習(xí)和工作打好基礎(chǔ)。大量的研究表明“原子和分子”是重要的核心概念,本研究想要解決以下三個(gè)問題。研究一:“原子與分子”前概念測試。通過設(shè)計(jì)關(guān)于原子結(jié)構(gòu)和分子動(dòng)理論兩個(gè)角度的測試題來得到學(xué)生學(xué)習(xí)該部分知識(shí)前頭腦中原有的想法,將學(xué)生原有的想法作為基礎(chǔ)來構(gòu)建原子結(jié)構(gòu)和分子動(dòng)理論兩個(gè)角度的學(xué)習(xí)進(jìn)階。研究二:提出原子結(jié)構(gòu)和分子動(dòng)理論兩個(gè)角度的學(xué)習(xí)進(jìn)階假設(shè)并通過測試加以修改和完善。從而得到相應(yīng)的比較合理的學(xué)習(xí)進(jìn)階。第一部分:基于研究一測試所得的學(xué)生關(guān)于“原子與分子”概念的相關(guān)前概念,以國內(nèi)外課程標(biāo)準(zhǔn)為依托,從原子結(jié)構(gòu)和分子動(dòng)理論兩個(gè)角度利用結(jié)構(gòu)中心設(shè)計(jì)法構(gòu)建出相應(yīng)的學(xué)習(xí)進(jìn)階。研究三:以研究二中得到的分子動(dòng)理論的學(xué)習(xí)進(jìn)階為依據(jù)來設(shè)計(jì)“看不見的運(yùn)動(dòng)”這一節(jié)的教學(xué)設(shè)計(jì)。通過測量得到的學(xué)生原始的想法,從而設(shè)計(jì)合理的問題情境,激發(fā)學(xué)生的認(rèn)知沖突,更好的達(dá)到教學(xué)效果�！霸优c分子”這部分知識(shí)是學(xué)生理解物質(zhì)世界的基礎(chǔ),通過構(gòu)建恰當(dāng)?shù)脑臃肿幽Ｐ?可以更好地理解物質(zhì)的構(gòu)成,理解物質(zhì)變化的規(guī)律,并對(duì)物質(zhì)現(xiàn)象做出合理的解釋。所以本文以“原子與分子”概念作為我們的研究對(duì)象,分析初中階段課程標(biāo)準(zhǔn)對(duì)原子與分子概念學(xué)習(xí)的要求,分析學(xué)生的學(xué)習(xí)目標(biāo),了解學(xué)生的學(xué)習(xí)現(xiàn)狀,為一線教師更好地掌握教學(xué)深度和廣度提供建議。通過研究獲得的結(jié)果與結(jié)論如下:首先,學(xué)生在學(xué)習(xí)“看不見的運(yùn)動(dòng)”這節(jié)課之前已經(jīng)對(duì)分子動(dòng)理論產(chǎn)生了初步的認(rèn)識(shí),但是這些認(rèn)識(shí)帶有一定的片面性。在學(xué)習(xí)“原子與分子”知識(shí)之前學(xué)生對(duì)事物的認(rèn)識(shí)已經(jīng)達(dá)到了一種平衡狀態(tài),我們應(yīng)證實(shí)他們的觀點(diǎn)是錯(cuò)誤的,激起學(xué)生認(rèn)知結(jié)構(gòu)的沖突,然后教師給出科學(xué)的合理的解釋,從而使學(xué)生改變原有的想法接受新的解釋體系。第二,利用“結(jié)構(gòu)中心法”構(gòu)建原子結(jié)構(gòu)和分子動(dòng)理論兩個(gè)角度的學(xué)習(xí)進(jìn)階,顯示該核心概念要經(jīng)歷的思維過程,為學(xué)生建立良好的認(rèn)知結(jié)構(gòu)。第三,根據(jù)教學(xué)具體內(nèi)容的需要,有效地根據(jù)學(xué)習(xí)進(jìn)階和概念轉(zhuǎn)變理論設(shè)計(jì)教學(xué)設(shè)計(jì),有效地實(shí)現(xiàn)學(xué)生的概念轉(zhuǎn)變,有效地完成學(xué)習(xí)進(jìn)階的水平進(jìn)階。
[Abstract]:With the rapid development of modern society, the amount of knowledge is increasing rapidly, causing the students' knowledge of wide and not fine, students can only accept a large number of surface science knowledge, but not with the passage of time and the scientific and in-depth understanding of the concept of mastery, only involves some superficial factual knowledge, which makes students can't learn have a deeper understanding of knowledge, not to further lay a good foundation for learning. A large number of studies show that, in order to make the science curriculum standards, it should focus on the core concept of the scientific field of the minority, and make students increasing with age and strengthen the understanding of the core concepts and various fields complete learning. At present, although China's physics curriculum reform reference curricular syllabus to implement, but from the Department of comprehensive primary school education to the high school science curriculum and the development of Education The convergence of curriculum problems still exist, this problem will affect the students thinking ability and problem solving ability. Therefore, the core concept of physics learning advanced the implementation and improvement, can enhance the primary school, junior high school, high school degree of cohesion knowledge, so that students with the growth of grade and expand and deepen the core concept understanding, help students to lay a good foundation for future study and work. A large number of studies show that "atoms and molecules" is the core concept of important, this study wants to answer the following three questions. One study: "before the concept of atomic and molecular testing. To get the students to learn the idea of the original knowledge before in the mind through the design of test questions about atomic structure and kinetic theory of the two angles, the students' original ideas as the foundation to build the two angle of the theory of atomic structure and molecular Learning advanced. Study two: put forward the atomic structure and kinetic molecular theory of two aspects of learning advanced assumptions and to be revised and perfected through the test. To get the appropriate reasonable learning. The first part: the research on a test the students about "atoms and molecules" concept related to former based on the concept of courses at home and abroad the standard is based on the atomic structure and molecular dynamic from two aspects of theory to construct the corresponding learning center using structural design method. Study three: To study 2 molecular dynamic theory of learning as the basis to design the "invisible" section of the teaching design. Obtained through the measurement of the original students the idea to design a reasonable problem situation, stimulate students' cognitive conflict, to achieve better teaching effect. "Atoms and molecules" this part of knowledge is the basis for students to understand the physical world , by constructing a suitable model of atoms and molecules, we can better understand the composition of the substance, understanding the physical changes, and make reasonable explanation to the physical phenomenon. So this paper takes "atoms and molecules" concept as our research object, analysis of the standard of atomic and molecular study of the concept of the junior middle school stage curriculum requirements, analysis of the students the learning objectives, learning situation of students, to provide suggestions for teachers to better grasp the depth and breadth of teaching. Through research results and conclusions are as follows: first, students in the study of "invisible" before this class has to have a preliminary understanding of the molecular kinetic theory, but these one-sided understanding some of the students. "Before the study of atomic and molecular knowledge and understanding of things has reached a state of equilibrium, we should confirm their view is wrong, shock The conflict of the students' cognitive structure, and a reasonable explanation is given of the science teachers, to enable students to change the original idea to accept the new interpretation system. Second, construct the atomic structure and kinetic molecular theory of two aspects of the "center" of the learning process of the thinking, that core concept of going through the establishment of cognitive good for the students. Third, according to the specific content of teaching effectively according to the theory of teaching design and learning advanced concept design, effectively realize the transformation of students' concept, effectively complete the advanced level of advanced learning.

【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】：2017
【分類號(hào)】：G633.7

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