本文選題：化學(xué)史 + 高中化學(xué)�。� 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：新課改要求全面提升當(dāng)代學(xué)生的科學(xué)素養(yǎng),其中學(xué)生的情感和價(jià)值觀等方面的培養(yǎng),更多的需要通過(guò)化學(xué)史教育來(lái)實(shí)現(xiàn)。化學(xué)史詳細(xì)地記錄了化學(xué)學(xué)科從最初的發(fā)現(xiàn)到逐漸發(fā)展的歷程,展現(xiàn)了無(wú)數(shù)科學(xué)家們的堅(jiān)毅品質(zhì)和無(wú)私奉獻(xiàn)的精神,也蘊(yùn)含了大量的化學(xué)知識(shí)與原理。同時(shí),對(duì)于學(xué)生探究能力的培養(yǎng)有著不可替代的作用。高一學(xué)生的思維較活躍,學(xué)習(xí)積極性非常濃厚,但實(shí)驗(yàn)探究能力還沒(méi)有完全形成。通過(guò)對(duì)近年來(lái)化學(xué)史教育理論和實(shí)踐教學(xué)進(jìn)行研究,發(fā)現(xiàn)“三線式”教學(xué)模式雖符合高中化學(xué)教學(xué)的要求,通過(guò)“歷史線”、“探究線”、“知識(shí)線”三線進(jìn)行教學(xué),可使學(xué)生搞清所學(xué)知識(shí)的發(fā)展演變過(guò)程,掌握科學(xué)研究的方法,樹立了正確的學(xué)習(xí)態(tài)度和情感價(jià)值觀,掌握了知識(shí)的原理,但也存在缺少學(xué)生自主設(shè)計(jì)探究實(shí)驗(yàn)的環(huán)節(jié)、缺乏教學(xué)原則和方法、缺少所學(xué)知識(shí)與實(shí)際生產(chǎn)和生活聯(lián)系等問(wèn)題。本研究通過(guò)閱讀文獻(xiàn)、統(tǒng)計(jì)分析和實(shí)驗(yàn)教學(xué)等方法,提出了“四線式”的教學(xué)模式。以“歷史線”為主線,創(chuàng)設(shè)探究氛圍;讓學(xué)生追溯前人的腳步,進(jìn)行模擬復(fù)演或設(shè)計(jì)自主探究,隨著“探究線”的推進(jìn),學(xué)生掌握了其中的化學(xué)知識(shí)與原理,進(jìn)而完成了“知識(shí)線”的教學(xué),注重培養(yǎng)在實(shí)際中運(yùn)用化學(xué)知識(shí)的能力,最終達(dá)到“應(yīng)用線”的最終目標(biāo)。學(xué)生一旦具備一定實(shí)踐能力和化學(xué)知識(shí)儲(chǔ)備,也能促進(jìn)其探究能力的發(fā)展與提高。并結(jié)合建構(gòu)主義、“最近發(fā)展區(qū)”、人本主義和“范例式”教學(xué)等四個(gè)理論分析高中化學(xué)史教育的實(shí)施,總結(jié)該模式在調(diào)動(dòng)學(xué)生化學(xué)學(xué)習(xí)積極性及自主建構(gòu)知識(shí)等方面的作用。研究提出科學(xué)性、全面性、探究性、適度性、適用性以及育人性的“四線式”教學(xué)模式的教學(xué)原則,并按照“四線式”模式,結(jié)合多媒體,選取人教版高中化學(xué)教材,制作了“金屬鈉”、“富集在海水中的元素-氯”和“氨”三個(gè)教學(xué)案例,為了檢驗(yàn)“四線式”的教學(xué)效果,在烏海市第一中學(xué)高一年級(jí)兩個(gè)平行班級(jí)進(jìn)行了教學(xué)實(shí)驗(yàn)效果的檢驗(yàn)研究。實(shí)踐結(jié)果顯示,實(shí)驗(yàn)班和對(duì)照班在“四線式”的教學(xué)實(shí)踐后,化學(xué)平均成績(jī)分別是34.95和30.74分,實(shí)驗(yàn)班平均分高出對(duì)照班4.21分。通過(guò)獨(dú)立樣本的T檢驗(yàn)發(fā)現(xiàn)兩個(gè)班教學(xué)實(shí)踐后,實(shí)驗(yàn)班化學(xué)成績(jī)明顯高于對(duì)照班。通過(guò)對(duì)兩個(gè)班級(jí)后測(cè)試卷進(jìn)一步分析發(fā)現(xiàn),實(shí)驗(yàn)班學(xué)生在知識(shí)性、探究性和應(yīng)用性題型上的分?jǐn)?shù)明顯高于對(duì)照班。說(shuō)明“四線式”教學(xué)模式能夠提升學(xué)生的探究和應(yīng)用能力,有助于知識(shí)的理解,能夠提升高中化學(xué)教學(xué)的效果。
[Abstract]:The new curriculum reform requires the overall improvement of the scientific literacy of contemporary students, in which the cultivation of students' emotions and values, etc., needs to be realized through the education of chemical history. The history of chemistry records in detail the course from the initial discovery to the gradual development of chemistry. It shows the perseverance and selfless spirit of countless scientists, and also contains a lot of chemical knowledge and principles. At the same time, it plays an irreplaceable role in the cultivation of students'inquiry ability. The students of Senior one are active in thinking and active in learning, but the ability of experimental inquiry has not been fully formed. Through the research on the theory and practice of chemistry history education in recent years, it is found that the "three-wire" teaching mode accords with the requirements of senior high school chemistry teaching, and teaching is carried out through "historical line", "inquiry line" and "knowledge line". It can make students understand the development and evolution of what they have learned, master the methods of scientific research, set up correct learning attitude and emotional values, master the principle of knowledge, but there is also a lack of links for students to design inquiry experiments independently. Lack of teaching principles and methods, lack of knowledge and practical production and life and other issues. Through reading literature, statistical analysis and experimental teaching methods, this study puts forward a "four-wire" teaching model. With the "history line" as the main line, to create the atmosphere of inquiry, let the students trace back the footsteps of their predecessors, carry out the simulation or design independent inquiry, with the advance of the "line of inquiry", the students have mastered the chemical knowledge and principle. Thus, the teaching of "knowledge line" is completed, and the ability of using chemical knowledge in practice is cultivated, and the ultimate goal of "application line" is finally achieved. Once students have certain practical ability and chemical knowledge reserve, they can also promote the development and improvement of their inquiry ability. Combined with the four theories of constructivism, "proximal development zone", humanism and "paradigm" teaching, this paper analyzes the implementation of chemistry history education in senior high school, and summarizes the role of this model in arousing students' enthusiasm in chemistry learning and building knowledge autonomously. The study puts forward the teaching principles of the "four-wire" teaching mode, which is scientific, comprehensive, inquiring, moderate, applicable and human nature, and selects the teaching material of high school chemistry by combining the multi-media with the "four-wire" mode. Three teaching cases of "metal sodium", "chlorine enriched in seawater" and "ammonia" were made. In order to test the teaching effect of "four-wire", Two parallel classes of grade one in Wuhai No. 1 Middle School were tested and studied on the effect of teaching experiment. The results show that the average score of chemistry in the experimental class and the control class is 34.95 and 30.74 respectively, and the average score of the experimental class is 4.21 points higher than that of the control class. It was found that the chemistry scores of the experimental class were significantly higher than that of the control class after the teaching practice of the two classes through the T test of independent samples. Through the further analysis of the test papers after the two classes, it is found that the scores of the students in the experimental class in terms of knowledge, inquiry and application are obviously higher than those in the control class. It shows that the "four-wire" teaching mode can improve the students' ability of inquiry and application, help the understanding of knowledge, and improve the effect of chemistry teaching in senior high school.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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