本文選題：四重表征　切入點：中學化學　出處：《合肥師范學院》2017年碩士論文

【摘要】：我國教育秉承立德樹人的宗旨,發(fā)展學生核心素養(yǎng),致力于培養(yǎng)能夠勝任社會的未來接班人。通過化學教育培養(yǎng)化學學科素養(yǎng)是培養(yǎng)學生核心素養(yǎng)的一個重要途徑�；瘜W學科素養(yǎng)的宏微結(jié)合正是四重表征的兩個表征方式,因此從四重表征出發(fā)研究中學化學教學有利于培養(yǎng)學生的核心素養(yǎng)。本研究以四重表征思維方式作為指導,研究中學電化學的整體知識框架,構(gòu)建電化學知識體系,通過文獻查閱和實際調(diào)查,收集數(shù)據(jù),分析目前四重表征在中學電化學教學中的應用情況,分析得出優(yōu)化的教學策略,以期其積極意義能促進中學化學教學的發(fā)展。結(jié)合具體的教學內(nèi)容,四種表征之間相互轉(zhuǎn)換、協(xié)調(diào)配合,幫助學生了解化學知識,從宏觀物質(zhì)或宏觀現(xiàn)象形成宏觀表征,從微觀結(jié)構(gòu)呈現(xiàn)微觀表征,在宏觀、微觀基礎上識記物質(zhì)的符號,形成符號表征,通過曲線表示了解化學反應過程,由此形成對化學物質(zhì)或化學變化的整體認識。通過調(diào)查分析發(fā)現(xiàn)少數(shù)學生在四重表征之間存在認知障礙,部分學生對四重表征的轉(zhuǎn)換不是特別熟練等問題。對以上問題做了初步分析,并提出改善的教學策略:組織實物教學,增加學生宏觀表征的體驗;合理開發(fā)使用微觀教具,增強微觀結(jié)構(gòu)的可視化;厘清化學符號的內(nèi)涵,強調(diào)符號表征的過渡作用;結(jié)合手持技術,利用曲線表征幫助學生理解化學反應過程;強化在四重表征間進行轉(zhuǎn)化的意識和能力。并且設計了教學案例,供教師和研究者思考。利用四重表征進行電化學教學對幫助學生理解知識體系,培養(yǎng)科學探究能力和化學學科素養(yǎng),將理論應用于實踐都起著重要的作用。
[Abstract]:China's education adheres to the purpose of building up people and developing students' core accomplishment. It is an important way to cultivate students' core literacy through chemistry education. Therefore, the study of chemistry teaching in middle school from the perspective of quadruple representation is beneficial to the cultivation of students' core literacy. Under the guidance of the thinking mode of quadruple representation, this study studies the overall knowledge framework of electrochemistry in middle schools and constructs the electrochemical knowledge system. Through literature review and actual investigation, collecting data, analyzing the application of quadruple representation in electrochemical teaching in middle school, and analyzing the optimized teaching strategy, In the hope that its positive significance can promote the development of chemistry teaching in middle school, combining with the specific teaching contents, the four representations can be transformed into each other, coordinate with each other, help students to understand chemical knowledge, and form macroscopic representation from macroscopic material or macroscopic phenomenon. From the microscopic structure to present microscopic representation, on the macro and micro basis to remember the symbol of the substance, form symbolic representation, through the curve to understand the chemical reaction process, As a result, an overall understanding of chemical substances or chemical changes was formed. Through investigation and analysis, it was found that a small number of students had cognitive disorders between the four representations. Some students are not particularly proficient in the conversion of quadruple representation. This paper makes a preliminary analysis of the above problems, and puts forward some improved teaching strategies: organizing physical teaching, increasing students' experience of macroscopic representation, developing and using micro teaching aids reasonably, Enhancing the visualization of microstructure, clarifying the connotation of chemical symbols, emphasizing the transitional role of symbolic representation, using curve representation to help students understand the chemical reaction process, combining with handheld technology; To strengthen the consciousness and ability of transformation between four representations, and design teaching cases for teachers and researchers to think. Electrochemical teaching with quadruple representation can help students understand the knowledge system. It plays an important role to cultivate scientific inquiry ability and chemistry literacy and to apply theory to practice.
【學位授予單位】：合肥師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8

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