本文選題：高中化學(xué) + 化學(xué)平衡��； 參考：《新疆師范大學(xué)》2017年碩士論文

【摘要】：學(xué)生在學(xué)習(xí)過程中,錯(cuò)誤的存在總是不可避免的。在平常的化學(xué)教學(xué),會(huì)發(fā)現(xiàn)學(xué)生的做錯(cuò)題的情況重復(fù)出現(xiàn)。如果分析學(xué)生習(xí)題中的錯(cuò)題,就能夠發(fā)現(xiàn)和反映出學(xué)生在化學(xué)學(xué)習(xí)中存在的問題和薄弱之處。因此對(duì)錯(cuò)題的診斷分析是十分有必要的,這有助于在以后的教學(xué)和學(xué)習(xí)中避免出現(xiàn)類似的情況。學(xué)習(xí)是一種錯(cuò)誤嘗試的過程,只有發(fā)現(xiàn)和認(rèn)真反思錯(cuò)誤才能形成正確的認(rèn)知�！盎瘜W(xué)平衡”是高中化學(xué)教學(xué)與學(xué)習(xí)的非常重要部分之一,這部分內(nèi)容抽象、難度大,學(xué)生在習(xí)題中出錯(cuò)最多。我們可以利用學(xué)生在化學(xué)平衡習(xí)題中出現(xiàn)的錯(cuò)題資源,對(duì)它進(jìn)行分析、總結(jié)和反饋來促進(jìn)學(xué)生對(duì)“化學(xué)平衡”的認(rèn)識(shí),從而改善學(xué)習(xí)效果。本研究通過大量相關(guān)文獻(xiàn)的收集和研讀,了解了有關(guān)化學(xué)平衡的教學(xué)研究現(xiàn)狀,掌握了錯(cuò)題診斷分析研究方法。在此基礎(chǔ)上采用了作業(yè)分析法和訪談?wù){(diào)查法,診斷分析了學(xué)生在化學(xué)平衡習(xí)題中出現(xiàn)的錯(cuò)題。具體做法是收集整理學(xué)生化學(xué)平衡內(nèi)容有關(guān)的習(xí)題,并對(duì)其中出現(xiàn)的錯(cuò)誤情況進(jìn)行了具體細(xì)致的分析。結(jié)合訪談,分析了錯(cuò)誤出現(xiàn)的原因,提出了相關(guān)的策略并進(jìn)行教學(xué)設(shè)計(jì)。論文共分為六個(gè)部分。第一部分為緒論:介紹了論文撰寫的緣由,闡述了論文的研究?jī)?nèi)容和研究意義,并對(duì)化學(xué)平衡的相關(guān)知識(shí)進(jìn)行了總結(jié)和歸納。第二部分為相關(guān)研究論述:介紹了化學(xué)平衡內(nèi)容的研究現(xiàn)狀,對(duì)相關(guān)的概念進(jìn)行了解釋和界定,介紹了策略提出和教學(xué)設(shè)計(jì)所運(yùn)用到的理論基礎(chǔ)。第三部分為研究設(shè)計(jì):介紹了研究對(duì)象,研究工具,研究方法。第四部分為錯(cuò)題診斷分析:通過對(duì)收集上來的作業(yè)和題目按照知識(shí)點(diǎn)進(jìn)行了分類統(tǒng)計(jì)整理,了解學(xué)生的錯(cuò)題情況,通過訪談分析學(xué)生的錯(cuò)題原因。第五部分為研究總結(jié):通過對(duì)化學(xué)平衡的習(xí)題的錯(cuò)題診斷分析對(duì)按照錯(cuò)題率的高低,對(duì)知識(shí)點(diǎn)進(jìn)行了歸納。對(duì)錯(cuò)題原因從知識(shí)、思維、心理三個(gè)方面進(jìn)行了總結(jié)。(1)知識(shí)層面包括:不能準(zhǔn)確理解知識(shí)和概念;不能與已有知識(shí)發(fā)生聯(lián)系;不能將規(guī)律轉(zhuǎn)化為思維;不能準(zhǔn)確運(yùn)用規(guī)律。(2)思維層面包括:對(duì)規(guī)律進(jìn)行錯(cuò)誤類比;缺乏敏捷思維;忽略題設(shè)隱含條件。(3)心理層面包括:缺乏學(xué)習(xí)動(dòng)力;陷于思維定勢(shì);缺乏認(rèn)真態(tài)度(4)缺少果斷判斷。并在錯(cuò)題原因分析的基礎(chǔ)上提出教和學(xué)的策略,主要包括(1)教導(dǎo)策略:加強(qiáng)概念理解,掌握規(guī)律;有意引導(dǎo)合作學(xué)習(xí);教會(huì)學(xué)生審題;建立教師的“錯(cuò)題診斷病例”。(2)學(xué)習(xí)策略:學(xué)習(xí)記憶方法,加強(qiáng)知識(shí)記憶;對(duì)錯(cuò)題進(jìn)行分類整理;提高學(xué)習(xí)的積極性,增強(qiáng)自信心。第六部分為結(jié)論與反思:總結(jié)了化學(xué)平衡習(xí)題的錯(cuò)題情況和錯(cuò)誤原因以及改進(jìn)策略,同時(shí)也對(duì)本文的研究不足進(jìn)行了反思。
[Abstract]:In the process of learning, the existence of mistakes is always inevitable. In the normal chemistry teaching, will discover the student to do the wrong question the situation to appear repeatedly. If we analyze the wrong questions in the students' exercises, we can find and reflect the problems and weaknesses of the students in chemistry learning. Therefore, it is necessary to diagnose and analyze the wrong problems, which is helpful to avoid similar situations in later teaching and learning. Learning is a process of error attempt. Only when we discover and reflect on it can we form correct cognition. Chemical balance is one of the most important parts of chemistry teaching and learning in senior high school. It is abstract and difficult for students to make mistakes in their exercises. We can make use of the resources of students' mis-questions in chemical balance exercises, analyze, summarize and feedback to promote students' understanding of "chemical balance" and improve the learning effect. Through the collection and study of a large number of relevant documents, the present situation of teaching and research on chemical balance has been understood, and the methods of diagnosis and analysis of erroneous problems have been grasped. On the basis of this, the paper uses the method of homework analysis and interview investigation to diagnose and analyze the students' misquestions in the exercise of chemical balance. The concrete method is to collect and sort out the exercises related to the contents of chemical balance of the students, and to make a detailed analysis of the errors in them. Combined with interviews, this paper analyzes the causes of errors, puts forward relevant strategies and carries out teaching design. The thesis is divided into six parts. The first part is introduction: it introduces the reason of writing the paper, expounds the research content and significance of the paper, and summarizes and induces the related knowledge of chemical balance. The second part is related research: the present situation of chemical equilibrium is introduced, the related concepts are explained and defined, and the theoretical basis of strategy and teaching design is introduced. The third part is the research design: introduced the research object, the research tool, the research method. The fourth part is the diagnostic analysis of misquestions: through the collection of homework and topics according to the knowledge points of classification statistical arrangement to understand the situation of students wrong questions through interviews to analyze the causes of students' misquestions. The fifth part is the summary of the research: through the diagnostic analysis of the problem of chemical balance, the knowledge points are summed up according to the error rate. This paper summarizes the causes of the wrong questions from three aspects: knowledge, thinking and psychology. The knowledge level includes: not understanding the knowledge and concept accurately, not being connected with the existing knowledge, not transforming the law into thinking; The level of thinking which can not use the law accurately includes: making a wrong analogy to the law; lacking agile thinking; neglecting the implicit condition. 3) the psychological level includes: lack of learning motivation; falling into a fixed thinking pattern; lack of serious attitude; lack of decisive judgment. The strategies of teaching and learning are put forward on the basis of the analysis of the causes of errors, including: strengthening the concept understanding, mastering the law, intentionally guiding the cooperative learning, teaching the students to examine the problems; To establish teachers' learning strategies: learning and memory methods, strengthening knowledge memory, classifying and sorting wrong questions, improving the enthusiasm of learning and enhancing self-confidence. The sixth part is the conclusion and reflection: summarized the situation and reasons of the chemical balance exercises, and the improvement strategy. At the same time, it also reflected on the lack of research in this paper.
【學(xué)位授予單位】：新疆師范大學(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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