本文關(guān)鍵詞： 初中化學(xué) 引導(dǎo) 自主學(xué)習(xí) 教學(xué)模式　出處：《延安大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：自主學(xué)習(xí)是新課程倡導(dǎo)的新的學(xué)習(xí)方式,自主精神是促進(jìn)人類(lèi)文明不斷向前發(fā)展的重要?jiǎng)恿�。而現(xiàn)實(shí)是,一方面,知識(shí)經(jīng)濟(jì)時(shí)代、信息化、學(xué)習(xí)型社會(huì)的到來(lái)對(duì)個(gè)體的自主學(xué)習(xí)能力提出了客觀要求,學(xué)會(huì)學(xué)習(xí)、終身學(xué)習(xí)已成為現(xiàn)代人的必須生存技能;而另一方面筆者在初中化學(xué)的教學(xué)實(shí)踐中親身體驗(yàn)到以教師講授為主的教學(xué)模式剝奪了學(xué)生學(xué)習(xí)的主體地位,嚴(yán)重阻礙了學(xué)生自主學(xué)習(xí)能力的發(fā)展。兩相對(duì)比,筆者深切體會(huì)到改變教學(xué)模式、培養(yǎng)學(xué)生自主學(xué)習(xí)能力的必要性和迫切性。因此筆者在分析培養(yǎng)初三學(xué)生自主學(xué)習(xí)能力可行性的基礎(chǔ)上,運(yùn)用文獻(xiàn)研究法分析了國(guó)內(nèi)外自主學(xué)習(xí)教學(xué)模式的研究成果,運(yùn)用問(wèn)卷調(diào)查法對(duì)初三學(xué)生的化學(xué)學(xué)習(xí)自主性和促進(jìn)初三學(xué)生自主學(xué)習(xí)的教師教學(xué)行為進(jìn)行了調(diào)查研究,并以調(diào)查結(jié)果為現(xiàn)實(shí)基礎(chǔ),在最近發(fā)展區(qū)理論、人本主義學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論和元認(rèn)知理論的指導(dǎo)下,構(gòu)建了初中化學(xué)“引導(dǎo)-自主-引導(dǎo)”教學(xué)模式,最后采用實(shí)驗(yàn)研究法對(duì)該模式進(jìn)行了實(shí)證研究。研究成果包括:(1)對(duì)學(xué)生學(xué)習(xí)自主性的調(diào)查結(jié)果顯示,多數(shù)學(xué)生學(xué)習(xí)化學(xué)的主動(dòng)意識(shí)不強(qiáng),學(xué)習(xí)缺乏方法,學(xué)習(xí)過(guò)程中對(duì)自身的監(jiān)控不足,不注重對(duì)學(xué)習(xí)結(jié)果的評(píng)價(jià)和總結(jié)。(2)對(duì)促進(jìn)學(xué)生自主學(xué)習(xí)的教師教學(xué)行為的調(diào)查結(jié)果顯示,教師與學(xué)生的關(guān)系和諧,但深層次的心理距離實(shí)則較遠(yuǎn),教師給學(xué)生的講解較為深入,但引導(dǎo)、啟發(fā)不足,對(duì)學(xué)生學(xué)習(xí)方法和學(xué)習(xí)結(jié)果評(píng)價(jià)的指導(dǎo)也較少。(3)結(jié)合上述調(diào)查結(jié)果,在理論層面從目標(biāo)、理論基礎(chǔ)、內(nèi)涵、結(jié)構(gòu)框架、操作程序、教學(xué)策略、實(shí)施原則幾方面構(gòu)建了初中化學(xué)“引導(dǎo)-自主-引導(dǎo)”教學(xué)模式。(4)通過(guò)具體教學(xué)案例分析了初中化學(xué)“引導(dǎo)-自主-引導(dǎo)”教學(xué)模式在初三化學(xué)課堂教學(xué)中的實(shí)踐應(yīng)用。(5)教學(xué)實(shí)踐表明,初中化學(xué)“引導(dǎo)-自主-引導(dǎo)”教學(xué)模式有助于提高學(xué)生的學(xué)習(xí)成績(jī)和自主學(xué)習(xí)能力。
[Abstract]:Autonomous learning is a new way of learning advocated by the new curriculum, and the spirit of autonomy is an important driving force to promote the continuous development of human civilization. However, the reality is, on the one hand, the era of knowledge economy, information technology. The arrival of the learning society has put forward the objective request to the individual independent learning ability. Learning to study and lifelong learning has become the necessary survival skill of modern people. On the other hand, in the teaching practice of junior high school chemistry, the author has personally experienced that the teacher-oriented teaching mode deprives the students of the main position of learning, and seriously hinders the development of students' autonomous learning ability. The author deeply understands the necessity and urgency of changing the teaching mode and cultivating students' autonomous learning ability. Therefore, the author analyzes the feasibility of cultivating the students' autonomous learning ability. This paper analyzes the research results of autonomous learning teaching model at home and abroad by using the method of literature research. This paper investigates the chemistry learning autonomy of the junior high school students and the teachers' teaching behavior of promoting the students' autonomous learning by using the method of questionnaire, and based on the results of the investigation, the theory of the proximal development area is used. Under the guidance of humanism learning theory, constructivism learning theory and metacognition theory, this paper constructs the teaching mode of "guided-independent-guided" in junior high school chemistry. Finally, an empirical study on this model is carried out by using the experimental research method. The results of the research include: 1) the results of the investigation on students' learning autonomy show that most of the students are not active in learning chemistry and lack methods of learning. In the process of learning, it is not enough to monitor itself and pay no attention to the evaluation and summary of the learning results. 2) the investigation results of teachers' teaching behaviors that promote students' autonomous learning show that the relationship between teachers and students is harmonious. But the deep psychological distance is actually far, teachers explain to the students more in-depth, but guidance, inspiration is not enough, the guidance to students learning methods and learning results evaluation guidance is also less. 3) combined with the above survey results. In the theoretical level from the goal, the theoretical basis, the connotation, the structure frame, the operation procedure, the teaching strategy. This paper constructs the teaching mode of "guiding-independent-leading" in junior high school chemistry from several aspects of implementing principles. Through the concrete teaching case, this paper analyzes the practical application of the teaching mode of "guiding-independent-leading" in junior high school chemistry classroom teaching. The teaching mode of "guiding-self-leading" in junior high school chemistry helps to improve students' learning achievement and autonomous learning ability.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.8

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