【摘要】：模型方法作為科學(xué)方法教育中的重要組成部分,在化學(xué)教學(xué)中經(jīng)常被使用,而化學(xué)概念的學(xué)習(xí)則是學(xué)生學(xué)習(xí)的重點(diǎn)。由于學(xué)生已有的經(jīng)驗(yàn)、認(rèn)知水平存在差異,導(dǎo)致學(xué)生對(duì)化學(xué)概念進(jìn)行學(xué)習(xí)時(shí)出現(xiàn)不同的理解,甚至產(chǎn)生錯(cuò)誤的理解。運(yùn)用模型方法對(duì)化學(xué)概念進(jìn)行教學(xué),展示物質(zhì)本身的特征、規(guī)律和性質(zhì),利用模型的直觀性、簡(jiǎn)潔性降低學(xué)生在概念學(xué)習(xí)中存在的困難,改變學(xué)生對(duì)概念錯(cuò)誤理解,進(jìn)而實(shí)現(xiàn)概念轉(zhuǎn)變。本文以合川中學(xué)為調(diào)查樣本,對(duì)中學(xué)化學(xué)教師以及在校高中生進(jìn)行了問(wèn)卷調(diào)查。使用自行設(shè)計(jì)的《基于模型方法的高中生化學(xué)概念轉(zhuǎn)變實(shí)證研究調(diào)查問(wèn)卷(教師問(wèn)卷)》和《基于模型方法的高中生化學(xué)概念轉(zhuǎn)變實(shí)證研究調(diào)查問(wèn)卷(學(xué)生問(wèn)卷)》對(duì)合川中學(xué)高中部三個(gè)年級(jí)教師共34人以及高中三個(gè)年級(jí)共1006位學(xué)生進(jìn)行了相關(guān)問(wèn)卷調(diào)查。對(duì)調(diào)查結(jié)果進(jìn)行分析發(fā)現(xiàn),大多數(shù)教師認(rèn)為中學(xué)化學(xué)教學(xué)需要科學(xué)方法作為指導(dǎo),但對(duì)于模型的含義理解過(guò)于表淺,對(duì)模型的功能和分類認(rèn)識(shí)還不夠全面,缺乏對(duì)模型的整體性認(rèn)識(shí);對(duì)模型方法開展的困難,大多數(shù)教師認(rèn)為需要足夠的教學(xué)媒介支持,而部分教師對(duì)多媒體運(yùn)用不熟練;教師在進(jìn)行概念教學(xué)時(shí),多以生活中的案例進(jìn)行舉例;學(xué)生對(duì)模型的認(rèn)識(shí)不夠深入,具體表現(xiàn)為對(duì)模型的外觀結(jié)構(gòu)認(rèn)識(shí)上;大多數(shù)學(xué)生渴望接受模型方法教學(xué),認(rèn)為模型方法有助于學(xué)習(xí)化學(xué)知識(shí);當(dāng)前許多學(xué)生對(duì)于化學(xué)概念的學(xué)習(xí)還處于被動(dòng)學(xué)習(xí)的階段,學(xué)習(xí)主動(dòng)性不夠,未能形成自主學(xué)習(xí)觀。在調(diào)查基礎(chǔ)上,結(jié)合模型建構(gòu)步驟以及概念轉(zhuǎn)變策略選取實(shí)驗(yàn)班、對(duì)照班進(jìn)行實(shí)證對(duì)比研究。在實(shí)證研究過(guò)程中,采取不同的概念暴露方式,探究更適合于實(shí)踐教學(xué)的概念沖突引發(fā)方式;在概念形成階段,運(yùn)用不同學(xué)科知識(shí)背景的模型對(duì)新模型進(jìn)行類比、解釋和分析,幫助學(xué)生建構(gòu)新概念;在概念應(yīng)用階段,透過(guò)具體的問(wèn)題,檢驗(yàn)學(xué)生概念學(xué)習(xí)效果;在模型的呈現(xiàn)上采用多媒體輔助教學(xué)以及動(dòng)靜態(tài)結(jié)合方式呈現(xiàn)模型;通過(guò)自制模型讓學(xué)生直觀感受到模型的建構(gòu),并增加師生交流機(jī)會(huì),以防止學(xué)生受到模型的束縛;通過(guò)實(shí)證研究,其結(jié)果表明在化學(xué)概念教學(xué)中使用模型方法進(jìn)行教學(xué)的實(shí)驗(yàn)班成績(jī)明顯優(yōu)于對(duì)照班,說(shuō)明在高中化學(xué)教學(xué)中使用模型方法有助于學(xué)生建構(gòu)化學(xué)概念,減少概念的錯(cuò)誤理解,從而實(shí)現(xiàn)化學(xué)概念轉(zhuǎn)變。
[Abstract]:As an important part of scientific method education, model method is often used in chemistry teaching, and the study of chemistry concept is the focus of students' study. Because of the students' existing experience, there are differences in cognitive level, which leads to different understanding and even wrong understanding of chemical concepts. The method of model is used to teach the concept of chemistry, to show the characteristics, laws and properties of the substance itself, to reduce the difficulties existing in the students' conceptual learning by using the intuitionism of the model, and to change the students' misunderstandings of the concept. Then realize the concept change. In this paper, Hechuan Middle School as a sample, chemistry teachers and high school students conducted a questionnaire survey. Using the Self-designed questionnaire (teacher questionnaire) and the questionnaire (Student questionnaire) of the Model based approach for Senior High School students' Chemistry Conceptual Transformation in Senior High School students; and < Model based empirical Research questionnaire for High School students' Chemistry Conceptual Transformation in High School students (Student questionnaire); A questionnaire survey was conducted among 34 teachers in three grades of Hechuan Middle School and 1006 students in three grades of High School. Through the analysis of the survey results, it is found that most teachers think that middle school chemistry teaching needs the guidance of scientific methods, but it is too superficial to understand the meaning of the model, and the function and classification of the model are not comprehensive enough. Lack of a holistic understanding of the model, difficulties in the development of the model approach, most teachers think that the need for adequate teaching media support, while some teachers are not proficient in the use of multimedia, teachers in concept teaching, Many examples are given in life cases; the students' understanding of the model is not deep enough, the concrete manifestation is the understanding of the appearance structure of the model, most students are eager to accept the teaching of the model method, and think that the model method is helpful to the study of chemistry knowledge; At present, many students are still in the passive learning stage of chemistry concept, and their learning initiative is not enough, so they can not form the concept of autonomous learning. On the basis of investigation, the experimental class is selected according to the steps of model construction and conceptual transformation strategy, and the control class is compared with each other. In the process of empirical research, different ways of concept exposure are adopted to explore the concept conflict initiation mode which is more suitable for practical teaching, and in the stage of concept formation, the new model is compared, explained and analyzed by using the model of different subject knowledge background. Help students to construct new concepts; in the stage of concept application, test the effect of students' concept learning through concrete problems; use multimedia assisted teaching and dynamic and static combination to present the model; In order to prevent students from being bound by the model, we can make students feel the construction of the model intuitively through self-made model, and increase the chance of communication between teachers and students. The results show that the results of the experimental class with model method in chemistry concept teaching are obviously better than those of the control class. It shows that the use of model method in chemistry teaching in senior high school can help students to construct chemistry concept and reduce the misunderstandings of the concept. In order to realize the transformation of chemical concept.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳文婷;;化學(xué)教學(xué)中模型的應(yīng)用[J];化學(xué)教與學(xué);2016年05期

2 趙萍萍;劉恩山;;科學(xué)教育中模型定義及其分類研究述評(píng)[J];教育學(xué)報(bào);2015年01期

3 王瑞芬;;化學(xué)模型在學(xué)校化學(xué)教學(xué)中的運(yùn)用探討[J];電子制作;2014年15期

4 王春陽(yáng);;認(rèn)知模型的構(gòu)建——以《化學(xué)反應(yīng)原理》為例[J];化學(xué)教與學(xué);2014年01期

5 馬宏偉;楊封友;;模型方法在初中科學(xué)教學(xué)中的應(yīng)用探討[J];浙江教育科學(xué);2013年06期

6 朱玉軍;劉東方;;概念轉(zhuǎn)變教學(xué)的基本理論依據(jù)和有效策略——以高中化學(xué)為例[J];課程·教材·教法;2013年06期

7 周紅;馬云鵬;張二慶;;模型與建模在科學(xué)教育概念轉(zhuǎn)變中的作用及啟示[J];現(xiàn)代教育管理;2013年04期

8 田益民;曹軍;;例析模型方法在比較氣體反應(yīng)平衡狀態(tài)中的應(yīng)用[J];化學(xué)教學(xué);2013年03期

9 蘆岳鋒;;迷思概念轉(zhuǎn)變策略的教學(xué)研究[J];中學(xué)化學(xué)教學(xué)參考;2012年11期

10 孫成余;;幾種建模思想在高中化學(xué)解題中的應(yīng)用[J];中學(xué)化學(xué)教學(xué)參考;2012年04期

相關(guān)碩士學(xué)位論文 前6條

1 胡相銀;高中生有機(jī)化學(xué)心智模型的研究[D];揚(yáng)州大學(xué);2015年

2 李丹菁;模型方法在高中有機(jī)化學(xué)教學(xué)中的應(yīng)用研究[D];江西師范大學(xué);2015年

3 薛勇軍;高中化學(xué)教學(xué)中開展模型教學(xué)的研究與實(shí)踐[D];蘇州大學(xué);2013年

4 姬君;基于“模型”方法的化學(xué)教學(xué)設(shè)計(jì)研究[D];天津師范大學(xué);2010年

5 田艷;新課程背景下高中生物模型方法的研究與教育實(shí)踐[D];遼寧師范大學(xué);2009年

6 陳文婷;化學(xué)教師對(duì)模型的認(rèn)識(shí)和應(yīng)用研究[D];華東師范大學(xué);2008年

，

本文編號(hào)：2144377