【摘要】：問題式學(xué)習(xí)對(duì)學(xué)生自主建構(gòu)化學(xué)基礎(chǔ)知識(shí),發(fā)展學(xué)生智能,培養(yǎng)學(xué)生認(rèn)知思維和合作能力,有效促進(jìn)學(xué)生化學(xué)知識(shí)結(jié)構(gòu)化,提高學(xué)生探究問題和自主學(xué)習(xí)的能力,加強(qiáng)學(xué)生環(huán)保意識(shí)、資源意識(shí)等具有重要意義。其正好與基礎(chǔ)教育課程改革目標(biāo)相符,受到教學(xué)工作者的廣泛關(guān)注。因此,本文嘗試對(duì)問題式學(xué)習(xí)進(jìn)行探討,并在高一化學(xué)教學(xué)中進(jìn)行實(shí)踐研究。在理論研究方面,本文主要對(duì)問題以及問題式學(xué)習(xí)等概念進(jìn)行了界定,介紹了問題式學(xué)習(xí)的主要流程,概述了國(guó)內(nèi)外問題式學(xué)習(xí)的研究現(xiàn)狀,并闡述了建構(gòu)主義觀點(diǎn)、多元智能理論等相關(guān)理論基礎(chǔ)。在課堂實(shí)踐方面,本文將昆明市某中學(xué)兩個(gè)化學(xué)成績(jī)無(wú)顯著性差異的班級(jí)作為研究對(duì)象,以人教版化學(xué)1元素化合物部分內(nèi)容為載體,在實(shí)驗(yàn)班采用問題式學(xué)習(xí),在對(duì)照班采用傳統(tǒng)教學(xué)模式進(jìn)行實(shí)踐研究。通過教師課堂觀察、學(xué)生課后反思、問卷調(diào)查等多種評(píng)價(jià)方式發(fā)現(xiàn):問題式學(xué)習(xí)有利于提升學(xué)生的學(xué)習(xí)興趣,增強(qiáng)學(xué)生的自主學(xué)習(xí)意識(shí)和合作學(xué)習(xí)意識(shí),能幫助學(xué)生學(xué)會(huì)運(yùn)用所學(xué)化學(xué)知識(shí),使學(xué)生在解決生活實(shí)際問題的過程中感受到化學(xué)學(xué)科的價(jià)值所在。通過對(duì)比實(shí)驗(yàn)班和對(duì)照班的化學(xué)成績(jī)發(fā)現(xiàn):在針對(duì)采用問題式學(xué)習(xí)進(jìn)行實(shí)踐部分內(nèi)容的測(cè)試中,實(shí)驗(yàn)班化學(xué)成績(jī)比對(duì)照班化學(xué)成績(jī)平均分高出5.93分,在期末考試中,實(shí)驗(yàn)班化學(xué)成績(jī)比對(duì)照班化學(xué)成績(jī)高出4.78分,可見問題式學(xué)習(xí)有利于幫助學(xué)生理解知識(shí)進(jìn)而提升化學(xué)成績(jī)。通過對(duì)實(shí)驗(yàn)班教學(xué)方式轉(zhuǎn)換前后的化學(xué)成績(jī)作箱線圖,并對(duì)其進(jìn)行比較發(fā)現(xiàn):使用問題式學(xué)習(xí)教學(xué)方式之后學(xué)生成績(jī)較為收斂,可見問題式學(xué)習(xí)教學(xué)方式在一定程度上能減輕學(xué)生化學(xué)成績(jī)兩極分化。
[Abstract]:Problem learning can help students to construct basic knowledge of chemistry independently, develop students' intelligence, cultivate students' cognitive thinking and cooperative ability, effectively promote students' chemistry knowledge structure, and improve students' ability to explore problems and learn independently. It is of great significance to strengthen students' awareness of environmental protection and resources. It is in line with the goal of the basic education curriculum reform, and is widely concerned by the teaching staff. Therefore, this paper attempts to explore the problem learning, and carries on the practice research in the high school chemistry teaching. In the aspect of theoretical research, this paper mainly defines the concepts of problem and question learning, introduces the main flow of problem learning, summarizes the current research situation of problem learning at home and abroad, and expounds the constructivism viewpoint. Multiple intelligences theory and other related theoretical basis. In the aspect of classroom practice, this paper takes two classes in a middle school in Kunming as the object of study, and takes the part of chemical element compound of human education version as the carrier, and adopts question learning in the experimental class. The traditional teaching mode is adopted in the control class to carry on the practice research. Through teachers' classroom observation, students' reflection after class, questionnaire survey and other evaluation methods, it is found that problem-based learning is conducive to enhancing students' interest in learning, enhancing students' consciousness of autonomous learning and cooperative learning. It can help students learn to use the chemistry knowledge and make students feel the value of chemistry in the process of solving practical problems in life. By comparing the chemical scores of the experimental class and the control class, it is found that the chemical score of the experimental class is 5.93 points higher than that of the control class in the test of the content of the practical part of the experiment class. In the final examination, the chemical score of the experimental class is 5.93 points higher than that of the control class. The chemistry score of the experimental class was 4.78 points higher than that of the control class. By making a box diagram of the chemical scores before and after the change of the teaching methods of the experimental class, and comparing them with each other, it is found that the students' results are convergent after the use of the problem-style teaching method. It can be seen that the teaching method of question learning can reduce the polarization of students' chemistry achievement to a certain extent.
【學(xué)位授予單位】：云南師范大學(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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