本文選題：中學化學 + 生成性教學行為��； 參考：《南京師范大學》2017年碩士論文

【摘要】：新課程改革追求“為了每一位學生的發(fā)展”的教學價值觀,與其相適應的教學方式是一種更加注重學生發(fā)展的、更加靈活開放的教學方式。生成性教學即是符合這種要求的教學方式。在真實的課堂教學中生成性教學的實施存在怎樣的問題呢?如何有效的課堂教學“生成”呢?這些問題一直困擾著一線教師。帶著這些問題,深入真實的化學課堂,通過觀察教師的教學,探尋生成性課堂教學的案例,分析其中教師處理生成性教學資源的方法以及其中存在的問題,給一線教師和即將走向教育崗位的新教師提供參考。本研究首先采用文獻研究法對生成性教學以及化學課堂生成性教學文獻進行梳理。根據研究內容,對生成性教學以及化學生成性教學進行概念界定,介紹了化學生成性教學的特征即動態(tài)性、過程性、互動性。本研究以人本主義學習理論、建構主義學習理論、后現代主義思想、維特洛克的生成性學習理論為研究基礎。接著根據所參考文獻,總結了五種化學教師生成性教學行為,分別是營造輕松的課堂氛圍、彈性化的教學設計、創(chuàng)生性的教學實施、情境性的教學評價、經常性的教學反思,并將此五種行為設定為觀察角度。結合化學學科特點編制化學生成性教學的課堂觀察量表,對化學課堂生成性教學行為進行觀察并輔之以教師訪談,分析目前生成性教學的實施現狀,包括所取得成果以及存在的問題。通過課堂觀察發(fā)現目前化學課堂教學生成主要分為以下幾類:高效提問與追問,促發(fā)生成;化學實驗,引導生成;課堂討論,互動生成;突發(fā)事件,機智生成。對以上四種教學生成典型案例進行分析,進一步說明目前化學生成性教學存在的問題以及原因,尋找促進生成性教學的策略。通過以上研究發(fā)現,目前中學化學多數教師能夠做到彈性的教學設計,課堂體現生成性教學;課堂教學中偶爾還會出現一些“精彩生成”。存在的問題有預設不足、無效生成;課時及應試教育的影響,弱化生成;教師處理生成性教學資源的能力欠缺。通過對以上四種教學生成案例分析結合教師訪談,從建立開放互動的教學環(huán)境、提升教師教學智慧和改變評價方式三方面提出促進生成性教學的策略。論文最后對本研究的不足進行了反思。
[Abstract]:The new curriculum reform pursues the teaching values of "for the development of every student", and the corresponding teaching method is a more flexible and open teaching way which pays more attention to the development of students.Generative teaching is the teaching method that meets this requirement.What are the problems in the implementation of generative teaching in real classroom teaching?How to effectively "generate" classroom teaching?These problems have been puzzling the first line teachers.With these problems, it goes deep into the real chemistry classroom, through observing the teacher's teaching, exploring the case of the generative classroom teaching, analyzing the method of the teacher dealing with the generative teaching resources and the existing problems.To provide reference for the first line teachers and the new teachers who are about to go to the educational post.This study firstly combs the literature of generative teaching and chemistry classroom generative teaching by literature research method.According to the contents of the research, the concepts of generative teaching and chemical generative teaching are defined, and the characteristics of chemical generative teaching are introduced, which are dynamic, procedural and interactive.This study is based on humanism learning theory, constructivism learning theory, postmodernism thought and Wittlock's generative learning theory.Then according to the reference literature, it summarizes five kinds of chemistry teachers' generative teaching behaviors, which are to create a relaxed classroom atmosphere, flexible teaching design, creative teaching implementation, situational teaching evaluation, and regular teaching reflection.The five behaviors were set as the observation angle.According to the characteristics of chemistry subject, the classroom observation scale of chemical generative teaching is compiled, and the behavior of generative teaching in chemistry classroom is observed and supplemented by teacher interviews, and the present implementation situation of generative teaching is analyzed.Including achievements and problems.Through classroom observation, it is found that the current chemistry classroom teaching generation is mainly divided into the following categories: efficient questioning and questioning, promoting generation; chemistry experiment, leading generation; classroom discussion, interactive generation; unexpected events, witty generation.Through the analysis of the four typical cases of teaching generation, the problems and reasons of chemical generative teaching are explained, and the strategies to promote generative teaching are found.Through the above research, it is found that most middle school chemistry teachers can achieve flexible teaching design, and the classroom reflects generative teaching, and occasionally some "wonderful generation" occurs in classroom teaching.The existing problems include the deficiency of presupposition, invalid generation, the influence of class time and examination-oriented education, and the lack of teachers' ability to deal with generative teaching resources.Through the analysis of the above four teaching generation cases and teachers' interviews, this paper puts forward the strategies to promote generative teaching from three aspects: establishing an open and interactive teaching environment, promoting teachers' teaching wisdom and changing their evaluation methods.At the end of the paper, we reflect on the deficiency of this study.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8

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