本文選題：職前化學(xué)教師　切入點(diǎn)：科學(xué)論證　出處：《河南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著《中國學(xué)生發(fā)展核心素養(yǎng)》的公布,普通高中各學(xué)科的核心素養(yǎng)(征求意見稿)受到廣大教育工作者的重視。數(shù)學(xué)、物理、化學(xué)、生物等理科課程的核心素養(yǎng)均提到要提高學(xué)生的論證推理能力,尤其是化學(xué)學(xué)科的核心素養(yǎng)明確提出了“論證推理與模型認(rèn)知”維度,旨在培養(yǎng)學(xué)生的論證推理能力和搜集證據(jù)、分析證據(jù)的能力。最新公布的《普通高中化學(xué)課程標(biāo)準(zhǔn)》(征求意見稿)明確指出要通過基于核心素養(yǎng)的教學(xué),幫助學(xué)生形成必備的品質(zhì)和關(guān)鍵能力。由此可見,科學(xué)論證能力已被視為學(xué)生必備的品質(zhì)和關(guān)鍵能力之一。本文旨在對(duì)職前化學(xué)教師進(jìn)行有關(guān)論證教學(xué)能力的培訓(xùn),以期提升職前教師的科學(xué)論證能力,培養(yǎng)他們論證教學(xué)的意識(shí),從而有利于在日后的課程教學(xué)中引入科學(xué)論證,提升學(xué)生的科學(xué)論證能力。在對(duì)科學(xué)論證和論證式教學(xué)進(jìn)行概念界定的基礎(chǔ)之上,對(duì)國內(nèi)外研究論證式教學(xué)以及職前教師論證教學(xué)能力培訓(xùn)的文獻(xiàn)進(jìn)行綜述,了解推進(jìn)論證式教學(xué)的重要意義以及對(duì)職前教師論證教學(xué)能力進(jìn)行培訓(xùn)的必要性。接著以大三化學(xué)師范生為研究對(duì)象進(jìn)行問卷調(diào)查,調(diào)查發(fā)現(xiàn)職前教師整體的論證水平較低。為改善該現(xiàn)狀,創(chuàng)建“職前化學(xué)教師論證能力培訓(xùn)小課堂”。為了減輕職前教師初次學(xué)習(xí)科學(xué)論證時(shí)的壓力,“論證小課堂”選用論證探究式模型(ADI)作為科學(xué)論證的基本模式。小課堂采用借助微信群的翻轉(zhuǎn)課堂模式,每個(gè)知識(shí)點(diǎn)的學(xué)習(xí)都是通過內(nèi)部資料的發(fā)放、微信群討論和課堂討論三個(gè)環(huán)節(jié)進(jìn)行展開。經(jīng)過5周的理論學(xué)習(xí)向?qū)W員介紹推行科學(xué)論證和論證式教學(xué)的重大意義,要求學(xué)員了解圖爾敏論證模型的基本知識(shí),理解論證探究式的教學(xué)模型,掌握并靈活運(yùn)用展開科學(xué)論證的方法策略,并能夠利用學(xué)到的理論知識(shí)進(jìn)行基于論證式教學(xué)的教學(xué)設(shè)計(jì)。隨后對(duì)接受培訓(xùn)的學(xué)員進(jìn)行問卷調(diào)查以檢測(cè)小課堂的實(shí)施效果,結(jié)果表明培訓(xùn)后學(xué)員的論證水平和論證式教學(xué)的水平都得到了提高。最后,對(duì)參與培訓(xùn)的學(xué)員在微格課上的表現(xiàn)進(jìn)行跟蹤調(diào)查,以檢驗(yàn)學(xué)員在教學(xué)實(shí)踐中進(jìn)行論證活動(dòng)的情況,并對(duì)學(xué)員的教學(xué)過程進(jìn)行反饋和指導(dǎo)。經(jīng)研究得到以下結(jié)論:(1)師范生現(xiàn)有的論證水平較低。(2)參與過“職前化學(xué)教師論證能力培訓(xùn)小課堂”的師范生的論證能力得到明顯提高,并且能將科學(xué)論證引入到課堂教學(xué)和教學(xué)設(shè)計(jì)中。(3)小課堂中促進(jìn)科學(xué)論證活動(dòng)開展的五種方法策略是切實(shí)可行的,其中創(chuàng)設(shè)論證情境和角色扮演這兩種策略用到的較多。
[Abstract]:With the publication of "the Core Literacy of Chinese students' Development", the core qualities (soliciting opinions) of various subjects in ordinary high schools have been attached great importance to by the majority of educations.Mathematics, physics, chemistry, The core literacy of biology and other science courses all mentioned the need to improve the students' reasoning ability of argumentation. Especially, the core accomplishment of chemistry courses clearly put forward the dimension of argumentation reasoning and model cognition. The aim is to develop students' ability to demonstrate reasoning, collect evidence, and analyze evidence. The newly published Chemistry Curriculum Standard for General High Schools (draft for comments) clearly states that teaching based on core literacy should be adopted. It can be seen that the ability of scientific argumentation has been regarded as one of the essential qualities and key abilities of students. The purpose of this paper is to train the pre-service chemistry teachers on the teaching ability of demonstration. In order to improve the pre-service teachers' ability of scientific argumentation and cultivate their consciousness of demonstration teaching, it is helpful to introduce scientific argumentation in the course teaching in the future. On the basis of defining the concept of scientific argumentation and argumentative teaching, this paper summarizes the literature of research and argumentation teaching at home and abroad, as well as the training of pre-service teachers' argumentation teaching ability. To understand the significance of promoting argumentative teaching and the necessity of training pre-service teachers' ability to demonstrate teaching. The survey found that pre-service teachers as a whole had a low level of argumentation. In order to reduce the pressure on pre-service teachers to study scientific argumentation for the first time, Adi is chosen as the basic model of scientific argumentation. Tang uses the flipping classroom mode with the help of WeChat group, The learning of each knowledge point is carried out through the distribution of internal materials, WeChat group discussion and classroom discussion. After five weeks of theoretical study, the students are introduced to the great significance of carrying out scientific argumentation and argumentative teaching. Students are required to understand the basic knowledge of Tourmin's argumentation model, to understand the argumentation and inquiry teaching model, to master and flexibly apply the methods and strategies of developing scientific argumentation, And can use the theory knowledge to carry on the teaching design based on argumentative teaching. The results show that both the level of demonstration and the level of argumentative teaching have been improved after training. Feedback and guidance on the students' teaching process. The following conclusions are obtained: 1) the current level of demonstration of normal school students is low. 2) the students who have participated in the "small classroom of pre-service chemistry teachers' argumentation ability training" have significantly improved their argumentation ability. And it is feasible to introduce scientific argumentation into classroom teaching and teaching design.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G652;G633.8

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本文編號(hào)：1628048