發(fā)布時間：2018-03-11 20:45

  本文選題：生成性教學(xué)　切入點：耗散理論　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：生成性教學(xué)是新課程改革背景下興起的一種新的教學(xué)理念。這一理念下的中學(xué)化學(xué)教學(xué)更加關(guān)注學(xué)生的個性發(fā)展和思維成長,其最高宗旨是促進(jìn)每一個學(xué)生的全面發(fā)展,為教師的成長和發(fā)展提供可操作途徑,最終達(dá)到促進(jìn)師生共同發(fā)展的目的。國內(nèi)外教育專家和學(xué)者對生成性教學(xué)的相關(guān)理論與實踐己經(jīng)做了長期的研究,取得了大量有價值的成果,他們重點對生成性教學(xué)進(jìn)行了理論研究。基于此,本文在對生成性教學(xué)的特征進(jìn)行剖析的基礎(chǔ)上,從耗散理論的視角,采用案例分析法對生成性教學(xué)策略進(jìn)行了研究,希望能為教師的課堂教學(xué)實踐提供參考,促進(jìn)師生的共同進(jìn)步。本文精選了上海市三位經(jīng)驗豐富的化學(xué)教師的課堂教學(xué)為研究樣本,深入課堂觀摩,基于課堂實錄,從耗散理論的角度分析教師的生成性教學(xué)策略。本文主要包括以下四部分:第一,本研究的選題背景和研究意義。通過大量文獻(xiàn)資料的查閱與對比分析,并結(jié)合筆者在教學(xué)中的思考,發(fā)現(xiàn)問題,確定本文的研究內(nèi)容,即中學(xué)化學(xué)生成性教學(xué)策略研究;第二,生成性教學(xué)研究述評。國內(nèi)外研究者研究角度各不相同,國外學(xué)者主要從心理學(xué)意義和教學(xué)意義對生成性教學(xué)進(jìn)行研究,國內(nèi)學(xué)者更多傾向于從哲學(xué)和教學(xué)的視角對生成性教學(xué)進(jìn)行探討,包括生成性教學(xué)的內(nèi)涵、特征、預(yù)設(shè)和生成的關(guān)系以及生成性教學(xué)策略等。綜述后發(fā)現(xiàn),對于生成性教學(xué)定義,學(xué)者們各抒己見,觀點各不相同。因此,筆者在綜述前人研究的基礎(chǔ)上對生成性教學(xué)進(jìn)行描述性定義,提出生成性教學(xué)具有開放性、重視過程、重視對話等特征。第三,從耗散理論的視角,研究中學(xué)化學(xué)生成性教學(xué)策略。生成性教學(xué)的本質(zhì)決定了教學(xué)過程是開放的過程,開放性是生成性教學(xué)的基本特征。耗散結(jié)構(gòu)是在開放的系統(tǒng)中,非平衡態(tài)的條件下通過漲落實現(xiàn)。生成性教學(xué)與耗散結(jié)構(gòu)理論有共同之處,因此本文從耗散理論視角對中學(xué)化學(xué)教師課堂教學(xué)進(jìn)行案例分析,研究她們采用的生成性教學(xué)策略。第四,結(jié)果分析。本文提出中學(xué)化學(xué)生成性教學(xué)策略:(1)教師在教學(xué)中采用生活化實例類比的方法促進(jìn)學(xué)生生成學(xué)習(xí);(2)采用開放性提問的策略促進(jìn)學(xué)生思維的發(fā)展;(3)生成性教學(xué)重視教學(xué)過程,注重師生之間的對話交流,師生對話是生成性教學(xué)的有效方法;(4)生成性教學(xué)離不開具體情境,學(xué)生在豐富開放的情境中有利于學(xué)生進(jìn)行生成學(xué)習(xí);(5)化學(xué)離不開實驗,學(xué)生動手做實驗?zāi)艽龠M(jìn)學(xué)生新舊知識的融合、建立新的認(rèn)知結(jié)構(gòu)。
[Abstract]:Generative teaching is a new teaching idea rising under the background of the new curriculum reform. Under this concept, the chemistry teaching in middle school pays more attention to the development of students' personality and the growth of their thinking, and its supreme purpose is to promote the all-round development of every student. This paper provides an operational approach for the growth and development of teachers and students, and finally achieves the goal of promoting the common development of teachers and students. Domestic and foreign educational experts and scholars have done long-term research on the relevant theory and practice of generative teaching. A great deal of valuable achievements have been made, and they have carried out theoretical research on generative teaching. Based on this, this paper analyzes the characteristics of generative teaching from the perspective of dissipative theory. This paper studies the generative teaching strategy by case analysis, hoping to provide reference for teachers' classroom teaching practice. To promote the common progress of teachers and students. This paper selects the classroom teaching of three experienced chemistry teachers in Shanghai as a research sample and goes deep into classroom observation, based on classroom record. This paper mainly includes the following four parts: first, the background and significance of this research. Through the reference and comparative analysis of a lot of literature, this paper analyzes the generative teaching strategies of teachers from the perspective of dissipative theory. Combining with the author's thinking and finding problems in teaching, the author determines the research content of this paper, that is, the study of generative teaching strategies in middle school chemistry. Second, the review of generative teaching research. The research angles of researchers at home and abroad are different. Foreign scholars mainly study generative teaching from the perspective of psychology and teaching. Domestic scholars tend to discuss generative teaching from the perspective of philosophy and teaching, including the connotation and characteristics of generative teaching. The relationship between presupposition and generation and generative teaching strategies are summarized. It is found that scholars have different views on the definition of generative teaching. On the basis of summarizing the previous studies, the author defines generative teaching as descriptive, and points out that generative teaching has the characteristics of openness, attention to process and dialogue. Thirdly, from the perspective of dissipative theory, the author proposes that generative teaching is characterized by openness, attention to process and dialogue. The essence of generative teaching determines that the teaching process is open, the openness is the basic characteristic of generative teaching, and the dissipative structure is in the open system. The generative teaching and dissipative structure theory have something in common, so this paper makes a case study on the classroom teaching of middle school chemistry teachers from the perspective of dissipative theory. Study on the generative teaching strategies they adopted. 4th, The result is analyzed. This paper puts forward the middle school chemistry generative teaching strategy: 1) the teachers adopt the method of life case analogy in teaching to promote the students' generation learning. 2) the open question strategy is used to promote the development of students' thinking. Sex teaching attaches importance to the teaching process, Attention should be paid to the dialogue and communication between teachers and students. Dialogue between teachers and students is an effective method for generative teaching. (4) generative teaching can not be separated from specific situations, and students can not do without experiments in a rich and open situation. Students' hands-on experiments can promote the integration of new and old knowledge and establish a new cognitive structure.
【學(xué)位授予單位】：上海師范大學(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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