本文選題：中學(xué)化學(xué) + 三階段��； 參考：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：自2001年以來,基礎(chǔ)教育課程改革在全國范圍內(nèi)陸續(xù)開展,新課程在理念、模式等方面均發(fā)生了較大的變化,其中課程結(jié)構(gòu)上的變化尤為顯著,高中化學(xué)課程采用了“必修+選修”的模式。整個(gè)中學(xué)化學(xué)課程按照義務(wù)段、必修段、選修段三個(gè)階段并存的課程結(jié)構(gòu)進(jìn)行了編排,三階段知識(shí)內(nèi)容的編排方式不是單一的各個(gè)知識(shí)板塊并列地先后排列,也不是簡單的由易到難地直線上升,而是每個(gè)階段教學(xué)內(nèi)容在覆蓋面、寬度、廣度、知識(shí)點(diǎn)上均基本相同,三階段主干知識(shí)點(diǎn)重復(fù)出現(xiàn),且主體教學(xué)內(nèi)容深度呈螺旋式上升趨勢。其中第一階段初中義務(wù)段是入門階段,所有知識(shí)點(diǎn)都面面俱到,但每個(gè)知識(shí)點(diǎn)都介紹得比較淺顯,以了解為主;第二階段高中化學(xué)必修段為發(fā)展階段,有2個(gè)模塊構(gòu)成,教學(xué)內(nèi)容注重知識(shí)體系的構(gòu)建;第三階段高中化學(xué)選修段為個(gè)性發(fā)展階段,共有不同方向的6個(gè)模塊構(gòu)成,且更注重化學(xué)素養(yǎng)的提升。本論文旨在開展中學(xué)化學(xué)義務(wù)段、必修段、選修段三階段教學(xué)內(nèi)容銜接設(shè)計(jì)策略的研究。論文共分五個(gè)部分:第一部分論述研究的背景,提出了只有將中學(xué)化學(xué)義務(wù)段、必修段、選修段三階段教學(xué)內(nèi)容有機(jī)銜接起來,才能將銜接教學(xué)落到實(shí)處的觀點(diǎn)。綜述了國內(nèi)外在該方面的研究現(xiàn)狀及本論文的研究方法和意義。第二部分對本研究的相關(guān)概念進(jìn)行了界定,歸納分析了認(rèn)知結(jié)構(gòu)遷移理論、最近發(fā)展區(qū)理論、建構(gòu)主義學(xué)習(xí)理論對本研究的指導(dǎo)作用。第三部分具體論述了教學(xué)內(nèi)容銜接設(shè)計(jì)的體系構(gòu)建,通過調(diào)查問卷及訪談?dòng)涗浀慕y(tǒng)計(jì)分析,總結(jié)出中學(xué)化學(xué)三階段教學(xué)銜接的現(xiàn)狀及存在的問題;同時(shí)結(jié)合對整個(gè)中學(xué)化學(xué)義務(wù)段、必修段、選修段三階段知識(shí)內(nèi)容的全面分析,指出了教學(xué)內(nèi)容銜接設(shè)計(jì)應(yīng)遵循以下原則:(一)循序漸進(jìn)原則,(二)有效遷移原則,(三)時(shí)效性原則,(四)以趣促學(xué)原則。提出了教學(xué)內(nèi)容銜接設(shè)計(jì)的方法:(一)回顧導(dǎo)入法,(二)對比啟發(fā)法,(三)應(yīng)用遷移法,(四)模型建構(gòu)法。第四部分指出了教學(xué)內(nèi)容銜接設(shè)計(jì)的一般步驟,選取了具有代表性的電化學(xué)的兩節(jié)內(nèi)容,結(jié)合自身的教學(xué)實(shí)踐經(jīng)驗(yàn),利用研究結(jié)果進(jìn)行銜接教學(xué)設(shè)計(jì),為廣大一線中學(xué)化學(xué)教師的教學(xué)設(shè)計(jì)提供一個(gè)范例。第五部分通過試教對研究成果進(jìn)行實(shí)證,從課堂上學(xué)生反應(yīng)及試教教師的課后反饋來看,教學(xué)內(nèi)容銜接設(shè)計(jì)產(chǎn)生了以下效果:回顧舊知識(shí)環(huán)節(jié),學(xué)生學(xué)習(xí)積極性與主動(dòng)性反應(yīng)強(qiáng)烈,絕大多數(shù)學(xué)生成就感增強(qiáng),學(xué)習(xí)興趣被激發(fā);獲得新知環(huán)節(jié),新知識(shí)輕松獲并提升,明顯有利于學(xué)生知識(shí)體系的構(gòu)建。
[Abstract]:Since 2001, the curriculum reform of basic education has been carried out throughout the country. The new curriculum has undergone great changes in concept and mode, especially in the structure of curriculum. High school chemistry curriculum adopts the mode of "compulsory elective course". The chemistry curriculum of the whole middle school is arranged according to the curriculum structure, which consists of three stages: compulsory, compulsory and elective. The arrangement of the three-stage knowledge content is not arranged in a single order of each knowledge plate. It is not simply a straight line rise from easy to difficult, but the content of each stage is basically the same in terms of coverage, width, breadth, and knowledge points. The three-stage backbone knowledge points are repeated. And the depth of the main teaching content is spiraling upward. The first phase of junior high school compulsory phase is the introductory stage, all the knowledge points are comprehensive, but each knowledge point is relatively simple and mainly based on understanding; the second stage of senior high school chemistry compulsory section is the development stage, which consists of two modules. The content of teaching pays attention to the construction of knowledge system; the third stage of senior high school chemistry elective section is the stage of personality development, there are six modules in different directions, and pay more attention to the improvement of chemical literacy. The purpose of this paper is to study the three-stage design strategies of chemical compulsory, compulsory and elective teaching contents. The thesis is divided into five parts: the first part discusses the background of the research, and puts forward the viewpoint that only by organically connecting the contents of the three stages of middle school chemical obligation, compulsory and elective, can the cohesive teaching be put into practice. This paper summarizes the present situation of this field and the research method and significance of this paper. The second part defines the relevant concepts of this study, and summarizes and analyzes the guiding role of the cognitive structure transfer theory, the theory of the proximal development area and the constructivist learning theory in this study. The third part concretely discusses the system construction of teaching content cohesion design, through the statistical analysis of questionnaire and interview records, summarizes the current situation and existing problems of middle school chemistry three-stage teaching cohesion; At the same time, combining with the comprehensive analysis of the three-stage knowledge content of the whole middle school chemical obligation section, the compulsory course and the elective section, It is pointed out that the following principles should be followed in the design of cohesion of teaching contents: (1) the principle of gradual progress and (2) the principle of effective transfer (3) the principle of timeliness and (4) the principle of promoting learning by interest. This paper puts forward the method of designing cohesion of teaching contents: (1) retrospective introduction method (2) contrast heuristic method (3) applying transfer method and (4) model construction method. The fourth part points out the general steps of the design of the cohesion of teaching content, selects the representative two sections of the electrochemical content, combines its own teaching practice experience, makes use of the research results to carry on the cohesive teaching design. For the majority of primary school chemistry teachers teaching design to provide an example. In the fifth part, from the point of view of students' reaction in class and teachers' feedback after class, the cohesion design of teaching content has the following effects: review the old knowledge link, Students' learning enthusiasm and initiative reaction are strong, most students' sense of achievement is enhanced, and their interest in learning is stimulated. Obtaining new knowledge and improving new knowledge are obviously beneficial to the construction of students' knowledge system.
【學(xué)位授予單位】：伊犁師范學(xué)院
【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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