本文關(guān)鍵詞： 高中化學(xué) 發(fā)散思維 學(xué)習(xí)興趣 有效性　出處：《華中師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：近幾年高考命題充分地體現(xiàn)了現(xiàn)代教學(xué)理念:注重基礎(chǔ)知識,培養(yǎng)創(chuàng)新能力。試題重點(diǎn)考查了考生的發(fā)散思維能力、異向思維能力、遷移能力、分析問題和解決問題的能力。在高中的化學(xué)教學(xué)中必須重視學(xué)生發(fā)散思維能力的培養(yǎng),將發(fā)散思維能力的培養(yǎng)滲透到高中化學(xué)知識的學(xué)習(xí)過程中。發(fā)散思維是思維的重要組成部分,也是衡量創(chuàng)新思維的一個重要指標(biāo)。本研究以發(fā)散思維在高中化學(xué)教學(xué)中的應(yīng)用為切入點(diǎn),其研究對象是學(xué)生發(fā)散思維的發(fā)展?fàn)顩r。研究的內(nèi)容包括:(1)高中化學(xué)教學(xué)中學(xué)生發(fā)散思維能力的培養(yǎng)現(xiàn)狀。(2)如何將發(fā)散思維合理的運(yùn)用到高中的化學(xué)教學(xué)?(3)將發(fā)散思維運(yùn)用到高中化學(xué)教學(xué)中,能否激發(fā)學(xué)生學(xué)習(xí)化學(xué)的興趣?(4)能否提高學(xué)生的發(fā)散思維能力?(5)能否提高教學(xué)的有效性?本研究的內(nèi)容主要由七個部分組成。第一部分內(nèi)容為緒論,主要說明研究的問題、研究的意義、研究的設(shè)計(jì)和研究的方法。第二部分內(nèi)容為文獻(xiàn)綜述,闡述了“發(fā)散思維”的概念;對與本研究相關(guān)的國內(nèi)外研究現(xiàn)狀進(jìn)行綜合評述。第三部分內(nèi)容為理論研究,對發(fā)散思維在高中化學(xué)教學(xué)中的運(yùn)用的理論研究。第四部分內(nèi)容為問卷調(diào)查研究,主要通過問卷調(diào)查了解高中化學(xué)教學(xué)中學(xué)生發(fā)散思維能力的培養(yǎng)現(xiàn)狀。一共包括兩個方面,一方面是,在教學(xué)中教師對學(xué)生發(fā)散思維培養(yǎng)的現(xiàn)狀,另一方面是,學(xué)生發(fā)散思維發(fā)展的現(xiàn)狀。第五部分是對高中化學(xué)教學(xué)中發(fā)散思維的培養(yǎng)方法的實(shí)踐研究。第六部分是實(shí)驗(yàn)研究,主要包括三個方面第一,實(shí)驗(yàn)前后調(diào)查實(shí)驗(yàn)班和對照班的學(xué)生學(xué)習(xí)化學(xué)的興趣變化;第二,實(shí)驗(yàn)前后調(diào)查實(shí)驗(yàn)班和對照班發(fā)散思維能力狀況;第三,對實(shí)驗(yàn)前的高一期中考試和實(shí)驗(yàn)后的高一期末考試成績進(jìn)行分析,分析實(shí)驗(yàn)前后實(shí)驗(yàn)班和對照班學(xué)習(xí)的有效性。第七部分內(nèi)容闡述本研究結(jié)論。第八部分內(nèi)容闡述了研究展望,本研究的創(chuàng)新與不足。本研究的結(jié)論如下:筆者通問卷調(diào)查研究,了解到大部分教師對發(fā)散思維的理論知識比較了解,但是在平時的化學(xué)教學(xué)中有意識培養(yǎng)學(xué)生發(fā)散思維能力的老師較少,利用發(fā)散思維指導(dǎo)教學(xué)的教師較更少。學(xué)生的發(fā)散思維能力沒有得到相應(yīng)的提高。同時也了解到大部分高一學(xué)習(xí)喜歡學(xué)習(xí)化學(xué),但是大部分學(xué)生學(xué)習(xí)化學(xué)的目的只是服從安排,與化學(xué)課程設(shè)置的目的不相符。在高一化學(xué)教學(xué)中,對發(fā)散思維缺乏了解,學(xué)生較少接觸到開放式試題,也很少去用不同的方案去解決同一個問題。高一化學(xué)教學(xué)中,教師忽略了學(xué)生發(fā)散思維能力的培養(yǎng),學(xué)生發(fā)散思維能力較差。高二高三學(xué)生的發(fā)散思維現(xiàn)狀,情況和高一各方面相差不大,略有差異。三個年級相比,從高一到高三,高中生通過對高中化學(xué)深入的學(xué)習(xí),增強(qiáng)了化學(xué)學(xué)習(xí)興趣,接觸到的開放性試題逐漸增加,對發(fā)散思維的了解程度有所增加,學(xué)生的發(fā)散思維能力也略有所增加。通過對武漢市黃陂三中化學(xué)教學(xué)中發(fā)散思維運(yùn)用研究的實(shí)際情況研究,得到的實(shí)施效果有以下幾個方面:將發(fā)散思維運(yùn)用到高中化學(xué)教學(xué)中,可以提高學(xué)生學(xué)習(xí)化學(xué)的興趣,同時也顯著地提高學(xué)生的發(fā)散思維能力,也可以提高學(xué)習(xí)化學(xué)的效率。
[Abstract]:In recent years, the college entrance examination proposition fully embodies the modern teaching philosophy: pay attention to the basic knowledge, cultivating the ability of innovation. The questions focused on examining the students divergent thinking ability, migration heterodromia thinking ability, ability, ability to analyze and solve problems. In the teaching of chemistry in senior high school must pay attention to cultivating students' divergent thinking ability, penetration to cultivate divergent thinking to the learning process of high school chemistry knowledge. Divergent thinking is an important part of thinking, and also an important measure of innovation thinking. Based on the divergent thinking in high school chemistry teaching application as the starting point, the research object is the development of students' thinking in research. The contents include: (1) the status quo of cultivating students' divergent thinking ability in Chemistry Teaching in senior high school. (2) how the chemical teaching of divergent thinking and rational use of the high school? (3) the use of divergent thinking To the high school chemistry teaching, can stimulate students' interest in learning chemistry? (4) can improve the students' divergent thinking ability? (5) can improve the effectiveness of teaching? This study mainly consists of seven parts. The first part is the introduction, mainly explains the research question, research significance, method of design study and research. The second part is the literature review, describes the concept of "divergent thinking"; reviews the current research status of the related research at home and abroad. The third part is the theoretical research, theoretical research on using divergent thinking in Chemistry Teaching in senior middle school. The fourth part is the questionnaire survey research to understand the current situation, to cultivate students' divergent thinking ability in high school chemistry teaching mainly through the questionnaire survey. A total of two aspects, on the one hand, in the process of teaching teachers to cultivate students' divergent thinking now Like, on the other hand, the present situation of students' divergent thinking. The fifth part is the practical research on the training method of divergent thinking in Chemistry Teaching in senior high school. The sixth part is the experimental study, mainly includes three aspects: first, investigation of the experimental class and the control class before and after the experiment the students' learning interest in chemistry change; second, experiment after the investigation of the experimental class and the control class of divergent thinking ability of high status; third, final exam before the experiment a mid-term exam and after the experiment were analyzed before and after the experiment, analysis of the experimental class and the control class. The effectiveness of the seventh part of the contents of the conclusion of the study. The eighth part describes the research prospect. The study of innovation and inadequate. The conclusions of this study are as follows: through the questionnaire survey, to understand the theoretical knowledge of divergent thinking most of the teachers understand, but in the normal chemical teaching Consciously cultivating students' ability of divergent thinking less teacher learning, using divergent thinking teaching. Teachers are less divergent thinking ability of students has not been improved. At the same time also learned that most of the higher learning love learning chemistry, but most of the students in learning chemistry to just obey the arrangement, and set the chemistry course to consistent. In the high chemistry teaching, lack of understanding of the students' divergent thinking, less exposed to the open examination, also rarely use different schemes to solve the same problem. The high chemistry teaching, the teacher ignores the cultivation of students' divergent thinking ability, students' divergent thinking ability is poor. The divergent thinking status of senior high school senior high school students, and a little difference in terms of, slightly different. Compared to the three grades, from high to high school, senior high school students through the learning of senior high school chemistry by deeply. Strong interest in learning chemistry, open questions to increase gradually, the level of understanding of divergent thinking to increase students' divergent thinking ability is also slightly increased. Through the research on the actual situation of Wuhan City, Huangpi third using divergent thinking in chemistry teaching, the implementation effect of the following aspects: the use of the divergence thinking to the senior middle school chemistry teaching, can improve the students' interest in learning chemistry, but also significantly improve the students' divergent thinking ability, but also can improve the efficiency of learning chemistry.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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