本文選題：化學三重表征 + 金屬晶體　； 參考：《西華師范大學》2017年碩士論文

【摘要】：教師專業(yè)發(fā)展是一個受到眾多教育研究者共同關(guān)注的核心問題,而教師的自我專業(yè)發(fā)展則是教師專業(yè)發(fā)展中的關(guān)鍵。眾多研究成果表明,教師的自我專業(yè)發(fā)展不僅需要教育理論的指導,還需要有效可行的方法途徑。綜上所述,本文基于化學三重表征理論的指導,對教師的教學設(shè)計及教學實踐開展行動研究,以期為化學教師的自我專業(yè)發(fā)展開辟一條新的有效途徑。化學三重表征理論是化學科學最重要的理論之一,其能有效地為化學教師提供教學新方向,并指導其開展教學工作。行動研究是促進教師主動關(guān)注自我,促進教師自我專業(yè)發(fā)展的有效研究方法。本文試圖解決以下兩個問題:1、以三重表征理論為教學價值取向,在具體化學課例教學設(shè)計與實踐中如何體現(xiàn)。2、以三重表征理論為視角,在化學教師開展行動研究過程中如何促進自我專業(yè)發(fā)展。針對以上兩個核心研究問題,本文主要采用了文獻研究法、訪談?wù){(diào)查法及行動研究法,通過利用文獻研究法梳理三重表征理論的相關(guān)研究,并形成核心理解;再利用行動研究法針對研究對象在教學設(shè)計及教學實踐中的整個過程開展行動研究。全文主要分為以下五個部分:第一部分為前言。該部分主要敘述了研究的問題及研究該問題的原因,以及研究的方法、目的、意義及本研究的信度與效度等內(nèi)容。第二部分為文獻研究綜述與理論基礎(chǔ)。該部分主要針對有關(guān)三重表征理論的國外研究及國內(nèi)研究進行分類詳述,并闡述已有研究存在的問題,最后形成本研究的理論基礎(chǔ)。第三部分為三重表征理論在化學教學設(shè)計中的行動研究實例分析—以金屬晶體為例。該部分闡述了在三重表征視野下對《金屬晶體》進行教學設(shè)計開展行動研究的理由,所遇問題,解決問題的思路,并呈現(xiàn)了《金屬晶體》的具體教學設(shè)計過程等內(nèi)容。第四部分為三重表征視野下的化學教學行動研究實例分析—以沉淀滴定法為例。該部分闡述了以培養(yǎng)學生三重表征思維為教學目標而進行的《沉淀滴定法》教學實踐的具體內(nèi)容,同時通過對學生課后習題完成情況進行分析,對學生進行訪談等方式來分析教學效果,并呈現(xiàn)對該教學實踐的反思與建議。第五部分為結(jié)束語。該部分闡述了本研究的結(jié)論與研究的不足之處,并對未來的研究做出了展望。
[Abstract]:The teacher's professional development is a core problem which is concerned by many educational researchers, and the teacher's self-professional development is the key to the teacher's professional development. Many research results show that teachers' self-professional development needs not only the guidance of educational theory, but also effective and feasible methods. To sum up, based on the guidance of the theory of triple representation of chemistry, this paper carries out an action study on teachers' teaching design and teaching practice in order to open up a new and effective way for the self-professional development of chemistry teachers. The theory of triple representation of chemistry is one of the most important theories in chemical science. It can effectively provide a new direction of teaching for chemistry teachers and guide them to carry out teaching work. Action research is an effective research method to promote teachers to pay attention to themselves and promote their self-professional development. This paper attempts to solve the following two problems: 1, taking the triple representation theory as the teaching value orientation, how to embody .2in the teaching design and practice of the concrete chemistry lesson, and how to take the triple representation theory as the angle of view, How to promote self-professional development in the course of chemistry teachers' action research. Aiming at the above two core research problems, this paper mainly adopts the literature research method, the interview investigation method and the action research method, combs the related research of the triple representation theory by using the literature research method, and forms the core understanding; Then the action research method is used to carry out action research on the whole process of teaching design and teaching practice. The full text is divided into the following five parts: the first part is the preface. This part mainly describes the research problems and the reasons for the study, as well as the research methods, purposes, significance and reliability and validity of this study. The second part is the literature review and theoretical basis. In this part, the foreign and domestic studies on triple representation theory are classified and elaborated, and the existing problems are expounded. Finally, the theoretical basis of this study is formed. The third part is the analysis of the action research of triple representation theory in chemistry teaching design-taking metal crystal as an example. In this part, the reasons, the problems encountered, the train of thought to solve the problems, and the concrete teaching design process of metal crystal are expounded in the view of triple representation. The fourth part is a case study of chemical teaching action from the perspective of triple representation-taking precipitation titration as an example. This part expounds the concrete contents of the teaching practice of "precipitation titration", which aims at cultivating students' triple representation thinking, and analyzes the completion of students' exercises after class. Interview students to analyze the teaching effect, and present the reflection and suggestions on the teaching practice. The fifth part is the conclusion. In this part, the conclusions of this study and the shortcomings of the study are described, and the future research is prospected.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8

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