本文選題：中學(xué)化學(xué)探究教學(xué) + 農(nóng)村中學(xué)　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：小組合作探究是新課程大力倡導(dǎo)的有效學(xué)習(xí)方式之一,其優(yōu)點(diǎn)是激勵(lì)學(xué)生通過(guò)與多人協(xié)調(diào)合作、不斷交流、各取所長(zhǎng),共同達(dá)成一個(gè)目標(biāo),鍛煉學(xué)生的交際能力,并且養(yǎng)成良好的獨(dú)立自主學(xué)習(xí)的探究習(xí)慣。這與傳統(tǒng)教育的差別,不僅體現(xiàn)在形式上,更是教育思想上的劇烈沖擊。而要確保小組合作探究能夠達(dá)到預(yù)期的成效,教育工作者們更應(yīng)該在如何構(gòu)建起完整、科學(xué)的小組合作探究模式的理論體系方面下功夫,國(guó)內(nèi)外各界學(xué)者進(jìn)行了諸多的研究,但是至今對(duì)于小組合作探究有效性都沒(méi)有一個(gè)統(tǒng)一的評(píng)價(jià)策略,沒(méi)有合理的評(píng)價(jià)機(jī)制,就沒(méi)有科學(xué)的反饋與總結(jié),小組合作有效性就會(huì)難以提高,因此這成為大家共同研究的焦點(diǎn)�；瘜W(xué)作為一門以實(shí)驗(yàn)為基礎(chǔ)的學(xué)科,是小組合作探究教學(xué)活動(dòng)實(shí)施的最佳陣地,處于農(nóng)村地區(qū)的學(xué)校因?yàn)槠洵h(huán)境特殊性如師資力量、學(xué)生學(xué)情、資金財(cái)力、政府支持、社會(huì)關(guān)注度等因素的影響,小組合作探究活動(dòng)有效性一直比較低下。小組合作探究式教學(xué)在農(nóng)村地區(qū)的推進(jìn),取決于小組合作探究活動(dòng)有效性低下的原因分析和解決策略的提出。如何提高教師對(duì)于小組合作探究這一先進(jìn)理念的認(rèn)知?如何規(guī)范合作程序,建立科學(xué)評(píng)價(jià)機(jī)制科學(xué)合理分組?如何合理培訓(xùn)學(xué)生,提高學(xué)生合作意識(shí)與素質(zhì)?這都是本文亟待解決的問(wèn)題。本文從研究背景開始,說(shuō)明中學(xué)化學(xué)小組合作探究的現(xiàn)狀,指出小組合作探究有效性評(píng)價(jià)量表的缺失和必要性;查閱各項(xiàng)文獻(xiàn)后,初步篩選出評(píng)價(jià)量表的各項(xiàng)指標(biāo),經(jīng)過(guò)選取少量樣本的初測(cè)、咨詢教育專家意見(jiàn)、再次選取不同層次學(xué)生進(jìn)行試測(cè)、使用SPSS19.0軟件測(cè)試,反復(fù)調(diào)整與修改,最終得到《中學(xué)化學(xué)小組合作探究有效性評(píng)價(jià)量表》,并將之作為后續(xù)研究工作的主要工具;在運(yùn)用軟件進(jìn)行單因子變異數(shù)分析得出一系列數(shù)據(jù),根據(jù)數(shù)據(jù)結(jié)果比對(duì),發(fā)現(xiàn)農(nóng)村中學(xué)化學(xué)小組合作探究存在的問(wèn)題,結(jié)合自己的想法,運(yùn)用文獻(xiàn)法、評(píng)價(jià)量表法、與對(duì)一線教師和學(xué)生的訪談解析出這些數(shù)據(jù)背后深層次的原因;集大家之所長(zhǎng),充分調(diào)動(dòng)一切可用資源,悉心研究,對(duì)提高農(nóng)村中學(xué)化學(xué)小組合作探究有效性提出自己的拙見(jiàn)與建議。
[Abstract]:Group cooperation and inquiry is one of the effective learning methods advocated by the new curriculum. Its advantage is to encourage students to achieve a goal and develop their communicative competence through coordination and cooperation with many people, continuous exchanges, and each taking advantage of each other. And develop a good independent study of the habit of inquiry. The difference between this and traditional education is not only in form, but also in educational thought. In order to ensure that group cooperation can achieve the desired results, educators should make more efforts on how to build a complete, scientific theoretical system of group cooperative inquiry mode. Scholars from all walks of life at home and abroad have carried out a lot of research. But so far there is no unified evaluation strategy for the effectiveness of group cooperation, without a reasonable evaluation mechanism, there will be no scientific feedback and summary, so it will be difficult to improve the effectiveness of group cooperation. Therefore, this has become the focus of common research. Chemistry, as an experiment-based discipline, is the best place for teams to cooperate and explore the implementation of teaching activities. Schools in rural areas have special environmental characteristics such as teachers, students' knowledge, financial resources, and government support. The effectiveness of cooperative inquiry activities has been relatively low due to factors such as social concern. The promotion of group cooperative inquiry teaching in rural areas depends on the analysis of the reasons for the low effectiveness of group cooperative inquiry activities and the proposal of solving strategies. How to improve teachers' understanding of group cooperation and explore this advanced concept? How to standardize the cooperation procedure and establish scientific and reasonable grouping of scientific evaluation mechanism? How to train students reasonably and improve students' cooperation consciousness and quality? These are the problems to be solved in this paper. Starting from the research background, this paper explains the current situation of cooperative inquiry in chemical groups in middle schools, points out the lack and necessity of the evaluation scale for effectiveness of cooperative inquiry in groups, and after consulting various literatures, preliminarily selects out the indicators of the evaluation scale. After selecting a small number of samples for the initial test, consulting educational experts, selecting students of different levels again to test, using SPSS 19.0 software test, repeatedly adjust and modify, Finally, the "Middle School Chemistry team Cooperative Inquiry validity Evaluation scale" was obtained, and it was regarded as the main tool for further research. A series of data were obtained by single factor ANOVA using software, and compared according to the data results. Found the rural middle school chemistry team to explore the existing problems, combined with their own ideas, using the literature method, evaluation scale method, and interviews with front-line teachers and students to analyze the underlying reasons behind these data; Fully mobilize all available resources, carefully study, to improve the effectiveness of rural middle school chemistry team cooperation and put forward their own views and suggestions.
【學(xué)位授予單位】：華中師范大學(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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