本文關(guān)鍵詞：初中化學(xué)“學(xué)案筆記”的開(kāi)發(fā)與運(yùn)用研究　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：在新課改提倡學(xué)生自主學(xué)習(xí)的背景下,很多研究者和實(shí)踐者探索在課堂上使用“學(xué)案”文本,實(shí)現(xiàn)教學(xué)的重心由“教師的教”到“學(xué)生的學(xué)”的轉(zhuǎn)變,但也隨之出現(xiàn)學(xué)生記筆記被弱化的問(wèn)題。從表面上看是學(xué)生沒(méi)有記筆記,實(shí)際上是一種學(xué)習(xí)活動(dòng)過(guò)程和體驗(yàn)的缺失,即“學(xué)生在過(guò)程中,沒(méi)有對(duì)學(xué)到的知識(shí)進(jìn)行編碼和儲(chǔ)藏”。“學(xué)案”是學(xué)案教學(xué)的關(guān)鍵,所以筆者把“學(xué)案”的作用和筆記的功能整合起來(lái),進(jìn)行“開(kāi)發(fā)初中化學(xué)‘學(xué)案筆記’,并將之在教學(xué)中運(yùn)用”的研究。本研究過(guò)程中,筆者主要采用行動(dòng)研究法,同時(shí)采用文獻(xiàn)法、案例分析法、文本分析法、問(wèn)卷調(diào)查法。筆者主要參考行動(dòng)研究的四大步驟(問(wèn)題、計(jì)劃、行動(dòng)、反思)。首先發(fā)現(xiàn)問(wèn)題,即“學(xué)案”教學(xué)實(shí)踐中出現(xiàn)學(xué)生筆記被弱化的問(wèn)題。其次通過(guò)查閱文獻(xiàn)掌握“學(xué)案”、“筆記”和“學(xué)案筆記”研究現(xiàn)狀基礎(chǔ)上,開(kāi)發(fā)初中化學(xué)“學(xué)案筆記”,研究開(kāi)發(fā)思路、編制原則、框架與內(nèi)容、呈現(xiàn)方式。再次在九(7)班運(yùn)用初中化學(xué)“學(xué)案筆記”實(shí)施教學(xué),通過(guò)師生在課前、課中、課后教學(xué)活動(dòng)中的教學(xué)案例,研究教師指導(dǎo)對(duì)策和學(xué)生學(xué)習(xí)表現(xiàn)、結(jié)果及反饋。最后通過(guò)“學(xué)生考試成績(jī)”、“筆記的文本分析”和“學(xué)習(xí)興趣、筆記方法的問(wèn)卷調(diào)查”和“學(xué)生訪談”等,對(duì)初中化學(xué)“學(xué)案筆記”的運(yùn)用成效進(jìn)行檢驗(yàn),并發(fā)現(xiàn)新問(wèn)題,提出后續(xù)研究的建議。通過(guò)本研究得主要到以下結(jié)論:⒈“學(xué)案筆記”具有“學(xué)案”的導(dǎo)學(xué)作用和筆記的潛在功能�！皩W(xué)案”的“導(dǎo)學(xué)”作用是指學(xué)生使用初中“學(xué)案筆記”學(xué)習(xí)間接感受得到的教師對(duì)學(xué)生學(xué)習(xí)的指導(dǎo)和引導(dǎo)�！肮P記”的潛在功能是指學(xué)生在“學(xué)案筆記”上做筆記間接受到教師對(duì)筆記方法干預(yù),思維外顯,并被更好地“貯藏”。2、“學(xué)案筆記”在教學(xué)中的運(yùn)用在“轉(zhuǎn)變教師觀念,落實(shí)‘以生為本’”、“提高學(xué)生學(xué)習(xí)成績(jī)”、“提升學(xué)習(xí)興趣”、“促進(jìn)學(xué)生筆記形成‘個(gè)性表達(dá)’,思維外顯”等方面成效顯著。總之,初中化學(xué)“學(xué)案筆記”的編制和運(yùn)用,體現(xiàn)“以學(xué)定教、以教導(dǎo)學(xué)、以評(píng)促學(xué)”,值得推廣。
[Abstract]:In the context of the new curriculum reform, many researchers and practitioners explore the use of the "learning plan" text in the classroom, and realize the shift from "teaching by teachers" to "learning by students". But then there is the problem of students' note-taking being weakened. On the surface, students do not take notes, in fact, it is a lack of learning process and experience, that is, "students in the process." "No coding and storage of the knowledge learned". "Learning plan" is the key to the teaching of learning plan, so the author integrated the function of "learning plan" with the function of notes, and carried out "developing junior high school chemistry 'study case notes'." In the course of this research, the author mainly adopts the action research method, the literature method, the case analysis method and the text analysis method. Questionnaire survey method. The author mainly refers to the four steps of action research (question, plan, action, introspection). First, find out the problem. That is to say, students' notes are weakened in the teaching practice of "study plan". Secondly, on the basis of studying the present situation of "study plan", "note" and "study plan note", the author develops junior high school chemistry "study case note". Research and development ideas, compilation principles, framework and content, presentation methods. Again in the nine "seven" class to use junior high school chemistry "notes" to implement the teaching, through teachers and students in the class before class, class. The teaching cases in after-class teaching activities, the study of teacher guidance strategies and students' learning performance, results and feedback. Finally, through "student test scores", "text analysis of notes" and "interest in learning". The questionnaire of note taking method "and student interview", etc., test the application effect of junior high school chemistry "study record note", and find new problems. Through the following conclusions: 1: 1 "Learning case Notes" has the guiding role of "Learning Plan" and the potential function of "Notebook". "Learning Plan" of "Learning Plan" "guiding Learning" The function refers to the instruction and guidance of the teacher to the students, which can be felt indirectly by the students using the "study case notes" in junior high school. The potential function of the "notes" refers to the students'"study notes" in the "study plan notes". Note taking is indirectly affected by teachers' intervention in note-taking methods. Thinking is explicit, and is better "stored". 2. The use of "school notes" in teaching in "change the teacher's concept, implement 'student-oriented'", "improve students' academic performance", "enhance interest in learning". In short, the compilation and application of junior high school chemistry "study case notes" embodies "learning and teaching, teaching and learning, evaluation and promotion of learning". It is worth popularizing.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

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