本文選題：中學(xué)化學(xué) + 課堂教學(xué)��； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：思維是智力的核心�！皩W(xué)會思維、系統(tǒng)思維、發(fā)散思維”是新時代教育對人才的呼喚�！敖處熑绾谓�,學(xué)生如何學(xué)”成了現(xiàn)代教育發(fā)出的強而有力的聲音。隨著新課程改革的推進,為學(xué)生的“思維”而教,已經(jīng)成為一種新時期的教育理念。據(jù)調(diào)查發(fā)現(xiàn),現(xiàn)階段的化學(xué)教育忽視了學(xué)生思維能力的發(fā)展。如何尋找一種有效的方法,在化學(xué)教學(xué)中搭建一個培養(yǎng)學(xué)生思維能力的平臺,讓化學(xué)教與學(xué)的活動更具有邏輯性、系統(tǒng)性、有效性?為此,筆者查閱了化學(xué)教材和相關(guān)的輔導(dǎo)書并且在實際教學(xué)中發(fā)現(xiàn),教師在講授新課時基本不能很好地利用這些圖式引導(dǎo)學(xué)生思維,而是學(xué)生課后自己看輔導(dǎo)書、參考書中的知識框架,網(wǎng)絡(luò)圖等等,他們并沒有通過這些圖挖掘出知識的本質(zhì)聯(lián)系。為什么課堂上老師不能合理的運用這些導(dǎo)教圖來引導(dǎo)學(xué)生思維呢?帶著這些問題,我將“導(dǎo)教圖在中學(xué)化學(xué)課堂教學(xué)中的應(yīng)用研究”作為研究課題。本文主要運用了文獻分析法、問卷調(diào)查法、訪談法、數(shù)據(jù)分析法等研究方法,在前人研究成果的基礎(chǔ)上結(jié)合自己的教學(xué)實踐,對導(dǎo)教圖如何在化學(xué)課堂中高效應(yīng)用和應(yīng)用效果進行了研究。全文分為六章:第一章為文章的緒論部分。對本課題的提出、背景、現(xiàn)狀、思路、方法、主要內(nèi)容、價值以及目的進行了詳細敘述。第二章為文章的概念界定和理論基礎(chǔ)部分。概念界定部分詳細闡述了導(dǎo)教圖的定義和五種常用的基本模式以及它們各自的使用范圍。理論部分闡述了本文由青少年的思維發(fā)展、圖式理論、認知結(jié)構(gòu)理論、有意義學(xué)習(xí)理論、認知建構(gòu)學(xué)習(xí)理論為理論支撐。第三章通過對學(xué)生的問卷和教師的訪談,了解了導(dǎo)教圖在化學(xué)教學(xué)中的應(yīng)用現(xiàn)狀,發(fā)現(xiàn)學(xué)生對導(dǎo)教圖還不是很熟悉,學(xué)生對導(dǎo)教圖的接觸少而淺,而且作圖能力也比較薄弱;很多一線教師認可并支持導(dǎo)教圖在課堂中的使用。從學(xué)生現(xiàn)有的狀況和期望,教師對“導(dǎo)教圖”教學(xué)模式的認可以及新課改對學(xué)生思維能力培養(yǎng)的要求來看,“導(dǎo)教圖”教學(xué)模式的展開勢在必行。第四章由兩部分構(gòu)成。第一本分主要敘述了運用導(dǎo)教圖的教學(xué)策略;第二部分主要闡述了設(shè)計和制作導(dǎo)教圖時應(yīng)注意和遵循的原則。并且希望這一部分可以對一線教師有所參考和幫助。第五章由典型的教學(xué)實例和學(xué)生成績統(tǒng)計、訪談分析兩部分構(gòu)成。第一部分在筆者的教學(xué)實踐經(jīng)歷中選取具有代表性的3個教學(xué)案列支撐全文。第二部分對學(xué)生的幾次成績進行統(tǒng)計和分析,用事實說話,用數(shù)據(jù)證明導(dǎo)教圖在教學(xué)中的實用價值,有力的支撐了全文的中心論題。第六章為本文的研究結(jié)果、反思和展望。總結(jié)了本次研究的結(jié)果,反思了其中的不足,希望在以后的教學(xué)工作中能有更多后續(xù)研究,不斷地在實踐教學(xué)經(jīng)驗中完善本課題。
[Abstract]:Thought is the core of intelligence. Learning to think, systematic thinking and divergent thinking is the call of education to talents in the new era. How teachers teach and how students learn has become a strong and powerful voice of modern education. With the development of the new curriculum reform, teaching for students' thinking has become a new educational idea in the new period. According to the investigation, the present stage of chemical education neglects the development of students'thinking ability. How to find an effective way to build a platform to cultivate students' thinking ability in chemistry teaching, so that the activities of chemistry teaching and learning are more logical, systematic and effective? Therefore, the author looked up the chemistry textbook and the related guidance book and found in the actual teaching, the teacher could not use these schemas to guide the students' thinking very well when they taught the new class, but the students read the guidance books themselves after class. The knowledge framework, network diagrams, etc., in reference books, they do not dig out the essential link of knowledge. Why can't teachers use these diagrams to guide students' thinking? With these problems, I will study the application of instructional diagrams in middle school chemistry classroom teaching. This article mainly uses the literature analysis method, the questionnaire survey method, the interview method, the data analysis method and so on research method, unifies own teaching practice on the basis of the predecessor research result, The effective application and effect of instructional map in chemistry classroom are studied. The full text is divided into six chapters: the first chapter is the introduction of the article. In this paper, the background, present situation, thought, method, main content, value and purpose of this subject are described in detail. The second chapter is the conceptual definition and theoretical basis of the article. In the part of concept definition, the definition of guide diagram, five common basic models and their respective application scope are described in detail. In the theoretical part, this paper is supported by the development of teenagers' thinking, schema theory, cognitive structure theory, meaningful learning theory and cognitive constructional learning theory. The third chapter through the questionnaire to the student and the teacher's interview, has understood the guidance map in the chemistry teaching application present situation, discovered that the student is not very familiar with the teaching map, the student to guide the map the contact is small but shallow, moreover the drawing ability is also relatively weak; Many first-line teachers recognize and support the use of instructional diagrams in class. From the current situation and expectation of the students, the recognition of the teaching mode of "guide map" by teachers and the requirements of the new curriculum reform on the cultivation of students' thinking ability, it is imperative to carry out the teaching mode of "guide map". Chapter four consists of two parts. The first part mainly describes the teaching strategy of using the guide map, the second part mainly expounds the principles that should be paid attention to and followed when designing and making the guide map. And hope this part can have reference and help to the first line teacher. The fifth chapter consists of two parts: typical teaching examples and student achievement statistics, interview and analysis. In the first part, the author chooses three representative teaching cases to support the full text. In the second part, the author makes statistics and analysis of the students' scores, using facts to speak, and using data to prove the practical value of the guide map in teaching, which supports the central topic of the full text. The sixth chapter is the research result, reflection and prospect of this paper. This paper summarizes the results of this study, reflects on its shortcomings, and hopes that there will be more follow-up studies in the teaching work in the future, so as to improve the subject in the practical teaching experience.
【學(xué)位授予單位】：延安大學(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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