發(fā)布時(shí)間：2018-06-20 11:02

  本文選題：高中化學(xué) + 微型實(shí)驗(yàn)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：化學(xué)實(shí)驗(yàn)不僅是中學(xué)化學(xué)課程中必不可少的組成部分,其教育功能更是不容忽視。但在化學(xué)教學(xué)過(guò)程中普及實(shí)驗(yàn)的現(xiàn)狀并不樂(lè)觀。由于受實(shí)驗(yàn)設(shè)備、實(shí)驗(yàn)藥品、實(shí)驗(yàn)課題和實(shí)驗(yàn)經(jīng)費(fèi)等諸多原因的限制造成了化學(xué)實(shí)驗(yàn)形式單一,常以教師的演示實(shí)驗(yàn)為主,學(xué)生能夠?qū)嶋H操作的機(jī)會(huì)和時(shí)間較少;很難有機(jī)會(huì)可以在課堂教學(xué)中進(jìn)行探究性實(shí)驗(yàn)活動(dòng)。微型化學(xué)實(shí)驗(yàn)在此情況下應(yīng)運(yùn)而生。微型化學(xué)實(shí)驗(yàn)是指在微型化的儀器裝置中進(jìn)行的化學(xué)實(shí)驗(yàn),其實(shí)際用量比對(duì)應(yīng)的常規(guī)實(shí)驗(yàn)節(jié)約90%以上,具有消耗少、操作簡(jiǎn)便、綠色環(huán)保等優(yōu)點(diǎn)。本研究在對(duì)大量文獻(xiàn)的分析基礎(chǔ)上歸納總結(jié)出高中化學(xué)微型實(shí)驗(yàn)的特點(diǎn)、設(shè)計(jì)原則和策略等。微型化學(xué)實(shí)驗(yàn)兩個(gè)基本特征體現(xiàn)在儀器的微型化和試劑的微量化。相對(duì)于常規(guī)實(shí)驗(yàn)來(lái)說(shuō),微型化學(xué)實(shí)驗(yàn)的儀器規(guī)格偏小,既有專門(mén)的微型化學(xué)實(shí)驗(yàn)儀器,也有自己制作的替代型微型儀器;微型化學(xué)實(shí)驗(yàn)的試劑用量少,對(duì)環(huán)境危害較小,便于大規(guī)模的學(xué)生分組實(shí)驗(yàn)。與常規(guī)化學(xué)實(shí)驗(yàn)相比,高中化學(xué)微型實(shí)驗(yàn)有著自己獨(dú)有的優(yōu)勢(shì)和價(jià)值,包括有利于調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性,提高教學(xué)效率;有利于改變教學(xué)方式,提高學(xué)生的參與度;有利于培養(yǎng)學(xué)生創(chuàng)新意識(shí)和環(huán)保意識(shí)。開(kāi)發(fā)與設(shè)計(jì)高中化學(xué)微型實(shí)驗(yàn)必須遵循科學(xué)性原則,綠色化原則、開(kāi)放性原則和學(xué)生主體性原則。設(shè)計(jì)與開(kāi)發(fā)高中化學(xué)微型實(shí)驗(yàn),首先應(yīng)明確實(shí)驗(yàn)的目的,即該實(shí)驗(yàn)與哪些化學(xué)教學(xué)內(nèi)容密切相關(guān),主要向?qū)W生落實(shí)哪些化學(xué)知識(shí)、哪些基本技能、哪些情感態(tài)度。由于不是所有的實(shí)驗(yàn)都適合設(shè)計(jì)成微型實(shí)驗(yàn),因此必需要精選合適設(shè)計(jì)微型化學(xué)實(shí)驗(yàn)的內(nèi)容,并根據(jù)具體的實(shí)驗(yàn)內(nèi)容選用恰當(dāng)?shù)奈⑿蛢x器。在以上理論分析的基礎(chǔ)上,我們根據(jù)實(shí)驗(yàn)應(yīng)用的場(chǎng)所筆者將高中化學(xué)微型實(shí)驗(yàn)可分為課堂教學(xué)類(lèi)、課外研究性學(xué)習(xí)類(lèi)和生活類(lèi),并分別對(duì)這三類(lèi)化學(xué)微型實(shí)驗(yàn)進(jìn)行了開(kāi)發(fā)與設(shè)計(jì)。其中課堂教學(xué)類(lèi)微型實(shí)驗(yàn)包括氯氣制取及性質(zhì)實(shí)驗(yàn)、自制“銀鏡”、蛋白質(zhì)的變性條件;課外研究性學(xué)習(xí)類(lèi)微型實(shí)驗(yàn)包括“煙酒不分家”的危害、硫酸型酸雨的形成及危害、護(hù)城河水樣的檢測(cè);生活類(lèi)微型實(shí)驗(yàn)包括洗滌劑使油水混合及分離、為什么護(hù)發(fā)素能夠護(hù)發(fā)、亞硝酸鈉和食鹽的鑒別等。研究還進(jìn)行了微型化學(xué)實(shí)驗(yàn)應(yīng)用的實(shí)踐研究,通過(guò)實(shí)踐應(yīng)用不斷改進(jìn)優(yōu)化化學(xué)微型實(shí)驗(yàn),也同時(shí)檢驗(yàn)微型化學(xué)實(shí)驗(yàn)影響的效果。實(shí)踐研究發(fā)現(xiàn),微型化學(xué)實(shí)驗(yàn)教學(xué)在促進(jìn)學(xué)生對(duì)知識(shí)的理解和掌握、增加同學(xué)的之間交流討論和課堂參與度、提升學(xué)生的學(xué)習(xí)化學(xué)的興趣等方面都有較好的效果。
[Abstract]:Chemistry experiment is not only an indispensable part of middle school chemistry curriculum, but also its educational function can not be ignored. However, the current situation of popularizing experiments in chemistry teaching is not optimistic. Due to the limitation of experimental equipment, experimental drugs, experimental subjects and experimental funds, the form of chemical experiments is single, and teachers' demonstration experiments are the main ones, and students have less chance and time to operate in practice. It is difficult to have the opportunity to carry out exploratory experimental activities in classroom teaching. Micro chemical experiments emerge as the times require in this case. Micro chemical experiment is a chemical experiment carried out in a miniaturized instrument. Its actual consumption is more than 90% less than that of the corresponding conventional experiment, which has the advantages of less consumption, simple operation, green environmental protection, and so on. Based on the analysis of a large number of literatures, this study summarized the characteristics, design principles and strategies of chemistry micro experiments in senior high schools. The miniaturization of the instrument and the microquantization of the reagent are the two basic characteristics of the micro chemical experiment. Compared with conventional experiments, the instrument specifications of micro chemical experiments are relatively small, both specialized micro chemical experimental instruments and substitute micro instruments made by themselves; the small amount of reagents used in micro chemical experiments is less harmful to the environment. It is convenient for large-scale students to experiment in groups. Compared with the conventional chemistry experiment, the high school chemistry miniature experiment has its own unique advantages and values, including helping to arouse the students' enthusiasm in learning, improve the teaching efficiency, change the teaching method and improve the students' participation. It is beneficial to cultivate students' consciousness of innovation and environmental protection. The development and design of chemical micro experiments in senior high schools must follow the principles of science, greening, openness and students' subjectivity. To design and develop the chemistry miniature experiment in senior high school, the purpose of the experiment should be made clear first, that is, the experiment is closely related to which chemistry teaching contents, which chemistry knowledge, which basic skills and which emotional attitude should be carried out to the students. Since not all experiments are suitable for miniature experiments, it is necessary to select the appropriate contents for designing micro chemical experiments and to select appropriate micro instruments according to the specific experimental contents. On the basis of the above theoretical analysis, according to the place where the experiment is applied, the author divides high school chemistry micro experiment into classroom teaching, extracurricular research-based learning and life. The three kinds of micro chemical experiments were developed and designed respectively. Among them, classroom teaching micro-experiments include chlorine production and properties experiment, self-made "silver mirror", denaturation conditions of protein, and extracurricular research-based micro-experiments including the harm of "tobacco and wine do not separate", the formation and harm of sulfuric acid rain. Detection of water samples of moat, microscale experiments of life, such as detergents make oil and water mixed and separated, why hair conditioner can protect hair, identify sodium nitrite and table salt, and so on. The application of micro chemistry experiment is also studied. Through the practice application, the optimization of chemical micro experiment is improved and the effect of micro chemical experiment is also tested at the same time. It is found that micro-chemistry experiment teaching has good effects in promoting students' understanding and mastery of knowledge, increasing students' communication and discussion and classroom participation, and enhancing students' interest in learning chemistry.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.8

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