本文選題：科學(xué)探究 + 案例開發(fā)　； 參考：《廣西師范大學(xué)》2016年碩士論文

【摘要】：隨著基礎(chǔ)教育課改的推進,國際科學(xué)教育發(fā)展的熱潮,各種新型教學(xué)理念的引入,新一輪課改更加重視學(xué)生科學(xué)探究能力、科學(xué)素養(yǎng)的培養(yǎng)。然而,以科學(xué)探究為主要教學(xué)方式的科學(xué)課程對學(xué)生探究能力的培養(yǎng)、科學(xué)素養(yǎng)的養(yǎng)成都有非常重要的作用。因此,本文以“能量的轉(zhuǎn)化守恒及轉(zhuǎn)化計算”等科學(xué)大概念為基礎(chǔ),將日�！盁被顒娱_發(fā)為一系列科學(xué)課程教學(xué)設(shè)計,所涉及知識點為九年級學(xué)生認(rèn)知和學(xué)習(xí)過程中的重難點內(nèi)容。筆者提供一個貼近生活、科學(xué)有趣的教學(xué)案例,為學(xué)生更直觀地理解能量轉(zhuǎn)化和守恒這一概念找尋有效途徑,更好地融會貫通己學(xué)知識,達(dá)到學(xué)以致用的目的。進行教學(xué)設(shè)計前,對“燒水”素材進行開發(fā)研究。對木柴干燥程度的界定、木柴燒水時實際消耗木柴質(zhì)量,電熱壺?zé)_水實際用時等因素進行實驗研究并記錄,得出了實際消耗木柴質(zhì)量與所需木柴的理論質(zhì)量數(shù)值之間、電熱壺?zé)畬嶋H用時與理論計算值的差異量表,分析和解釋了其中關(guān)于能量轉(zhuǎn)化和守恒的物理變化過程。從中提煉出可供探究的核心問題,例如：“理論上燒開一壺水需要多少柴?”、“為什么實際消耗的木柴質(zhì)量比理論值都大?”、“對兩種方式燒水時間的預(yù)測,那種更準(zhǔn)確?為什么?”、“哪種類型的爐子才可以提高木柴的利用率?”、“電熱水壺的設(shè)計有什么特點可以增加熱量的利用率?”。在實驗研究和對核心問題思考的基礎(chǔ)上,結(jié)合學(xué)生日常生活經(jīng)驗以及筆者的教學(xué)實踐,以能量轉(zhuǎn)化和守恒為大的知識背景,針對初中三年級的學(xué)生學(xué)習(xí)特點,嘗試進行初步的綜合型科學(xué)探究教學(xué)設(shè)計。本文主要圍繞以下幾個問題“電熱壺?zé)_一壺水需要多久?”“預(yù)測燒開一壺水需要多少木柴?”“怎樣減少或利用散失的能量?”進行。最后筆者對本文教學(xué)設(shè)計和傳統(tǒng)教學(xué)設(shè)計進行了初步分析和對比。本文立足于科學(xué)教育目的,充分結(jié)合傳統(tǒng)教學(xué)模式的優(yōu)勢和教學(xué)內(nèi)容,以新型教學(xué)模式和教學(xué)理念為支撐,以幫助學(xué)生理解科學(xué)的重要大概念為前提,以提升學(xué)生運用知識和能力解決實際問題的能力為目的,提供一個源于生活的、從素材開發(fā)到教學(xué)設(shè)計全過程的科學(xué)探究活動案例。同時,本文對筆者在進行素材開發(fā)和教學(xué)設(shè)計時應(yīng)把握的探究要素進行了相應(yīng)討論,旨在為其他研究者在面對相似的案例開發(fā)及教學(xué)設(shè)計時提供一些參考。
[Abstract]:With the promotion of basic education curriculum reform, the upsurge of international science education development and the introduction of various new teaching concepts, the new round of curriculum reform pays more attention to the cultivation of students' scientific inquiry ability and scientific literacy. However, the science curriculum, which takes scientific inquiry as the main teaching method, plays an important role in the cultivation of students' inquiry ability and the cultivation of scientific literacy. Therefore, based on the scientific concepts such as "conservation of energy conversion and transformation calculation", the daily "boiling water" activities are developed into a series of teaching design of science courses. The knowledge involved is the important and difficult content in the cognitive and learning process of the ninth grade students. The author provides an interesting teaching case, which is close to life and science, in order to find an effective way for students to understand the concept of energy conversion and conservation more intuitively, to better integrate their own knowledge and to achieve the purpose of applying learning. Before carrying on the teaching design, to "boil water" the material to carry on the development research. The definition of the drying degree of firewood, the actual consumption of firewood quality when firewood is fired, the actual time of burning water in electric kettle and other factors are studied and recorded experimentally, and the value between the actual consumed firewood quality and the theoretical quality of the firewood needed is obtained. The physical change process of energy conversion and conservation in electric kettle is analyzed and explained by measuring the difference between the actual time and theoretical calculation value. The core questions that can be explored are: "how much firewood is needed to boil a pot of water in theory?", "Why does the quantity of firewood actually consumed be greater than the theoretical value?" and "which is more accurate for predicting the time of boiling water in both ways?" Why? "what type of stove can increase the utilization of firewood?", "what are the features of the design of the electric kettle that can increase the utilization rate of heat?" On the basis of experimental research and thinking on the core issues, combined with the daily life experience of students and the author's teaching practice, taking energy conversion and conservation as the big knowledge background, aiming at the learning characteristics of junior middle school students in grade three, Try to carry out a preliminary comprehensive scientific inquiry teaching design. This article revolves around the following questions: "how long does it take for an electric kettle to boil a pot of water?" "how much firewood does it take to boil a pot of water?" "how can the lost energy be reduced or utilized?" Proceed. Finally, the author makes a preliminary analysis and comparison between the teaching design and the traditional teaching design. This paper is based on the purpose of science education, fully combines the advantages and contents of the traditional teaching mode, takes the new teaching mode and teaching idea as the support, and takes the help of students to understand the important concept of science as the premise. In order to improve the students' ability to use knowledge and ability to solve practical problems, this paper provides a case of scientific inquiry activities from material development to teaching design. At the same time, this paper discusses the inquiry elements that the author should grasp when developing materials and teaching design, in order to provide some reference for other researchers in the face of similar case development and teaching design.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.98

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