本文選題：知識(shí)可視化　切入點(diǎn)：化學(xué)教學(xué)　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：在教育教學(xué)領(lǐng)域中,在信息化背景下,視覺表征手段越來越豐富,用視覺表征的手段進(jìn)行與學(xué)科的融合,運(yùn)用可視化的圖表結(jié)構(gòu)來進(jìn)行講解、知識(shí)建構(gòu)以及知識(shí)梳理,促進(jìn)隱性知識(shí)顯性化,顯性知識(shí)形象化、生動(dòng)化,促進(jìn)教學(xué)效率的提高,促進(jìn)學(xué)生思維的發(fā)展。筆者選取初三化學(xué)課程作為研究?jī)?nèi)容,本文將重點(diǎn)探討運(yùn)用知識(shí)可視化方法在身邊的化學(xué)物質(zhì)、構(gòu)成物質(zhì)的奧秘、物質(zhì)的分類和物質(zhì)變化的多樣性、溶液、化學(xué)與生活以及化學(xué)實(shí)驗(yàn)活動(dòng)六大主題知識(shí)中的運(yùn)用;在分析初三學(xué)習(xí)者特征和學(xué)科教學(xué)內(nèi)容的基礎(chǔ)上設(shè)計(jì)出適合的知識(shí)可視化教學(xué)模式圖,并在教學(xué)實(shí)踐中進(jìn)行準(zhǔn)實(shí)驗(yàn)研究。本研究以兩個(gè)班級(jí)學(xué)生為研究樣本,分為實(shí)驗(yàn)組和控制組,對(duì)實(shí)驗(yàn)組運(yùn)用知識(shí)可視化教學(xué),對(duì)控制組運(yùn)用傳統(tǒng)教學(xué),教學(xué)實(shí)驗(yàn)時(shí)間為一學(xué)期。教學(xué)實(shí)驗(yàn)前,為了更好地實(shí)施知識(shí)可視化教學(xué),把初中化學(xué)中知識(shí)點(diǎn)進(jìn)行可視化教學(xué)設(shè)計(jì),主要從概念圖表、視覺隱喻和知識(shí)動(dòng)畫三個(gè)方面進(jìn)行研究,使其貫穿于教學(xué)內(nèi)容中,促進(jìn)學(xué)生意義學(xué)習(xí)。本研究設(shè)計(jì)知識(shí)測(cè)試卷對(duì)實(shí)驗(yàn)組和控制組分別進(jìn)行前測(cè)和后測(cè),再對(duì)實(shí)驗(yàn)組的前后測(cè)結(jié)果、控制組的前后側(cè)結(jié)果進(jìn)行比較和分析。數(shù)據(jù)結(jié)果證明初中化學(xué)教學(xué)中運(yùn)用知識(shí)可視化能提高教學(xué)質(zhì)量,促進(jìn)學(xué)生對(duì)知識(shí)的理解與建構(gòu)。本論文的局限在于以教師的知識(shí)可視化代替學(xué)生的知識(shí)可視化。后期在學(xué)生可視化的領(lǐng)域,可以進(jìn)一步跟蹤實(shí)驗(yàn)。
[Abstract]:In the field of education and teaching, under the background of information technology, visual representation is becoming more and more abundant. The visual representation is combined with the subject, and the visual chart structure is used to explain, construct and comb the knowledge. In order to improve the efficiency of teaching and promote the development of students' thinking, the author chooses the chemistry course of junior high school as the research content, which promotes the dominance of tacit knowledge, the visualization and vividness of explicit knowledge, and promotes the improvement of teaching efficiency and the development of students' thinking. This paper will focus on the use of knowledge visualization method in the side of the chemical substances, the secret of the composition of substances, the classification of substances and the diversity of material changes, solution, chemistry and life and chemical experimental activities of the six major topics of knowledge application; On the basis of analyzing the characteristics of junior high school students and the contents of subject teaching, a suitable visual teaching pattern of knowledge is designed, and a quasi-experimental study is carried out in the teaching practice. Divided into experimental group and control group, using knowledge visualization teaching to experimental group and traditional teaching to control group, teaching experiment time is one semester. Before teaching experiment, in order to implement knowledge visualization teaching better, The visual teaching design of knowledge points in junior high school chemistry is mainly studied from three aspects: concept chart, visual metaphor and knowledge animation, so as to make them run through the teaching contents. This study designed a knowledge test paper to test the experimental group and the control group before and after the test, and then to the experimental group before and after the test results, The results show that the visualization of knowledge in chemistry teaching in junior high school can improve the teaching quality. The limitation of this paper is to replace students' knowledge visualization with teachers' knowledge visualization.
【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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