【摘要】：氧化還原反應(yīng)知識(shí)的教學(xué)是高中化學(xué)概念理論教學(xué)中的重要組成部分。它貫穿著中學(xué)化學(xué)教學(xué)的始終,是學(xué)生后續(xù)有效學(xué)習(xí)元素及其化合物、離子反應(yīng)、電化學(xué)等知識(shí)的重要工具。該知識(shí)體系涉及的基本概念較多,各概念具有一定的抽象性和辯證性。剛?cè)雽W(xué)的高一學(xué)生知識(shí)水平有限,且用抽象的邏輯思維學(xué)習(xí)抽象性和辯證性知識(shí)的學(xué)習(xí)經(jīng)歷較少,對(duì)氧化還原反應(yīng)知識(shí)的學(xué)習(xí)具有一定的難度。因此本文對(duì)化學(xué)必修1中氧化還原反應(yīng)知識(shí)進(jìn)行教學(xué)研究,探查學(xué)生該部分內(nèi)容學(xué)習(xí)中的問題所在,并提出解決問題的有效教學(xué)方案,提高教學(xué)效果。研究主要從以下幾方面進(jìn)行:第一,對(duì)一線化學(xué)教師進(jìn)行問卷調(diào)查,了解教師對(duì)氧化還原反知識(shí)體系的認(rèn)識(shí)以及學(xué)生在必修1氧化還原反應(yīng)知識(shí)學(xué)習(xí)中普遍存在的問題,以便從宏觀角度認(rèn)識(shí)學(xué)生對(duì)該部分內(nèi)容的理解與掌握情況。第二,收集學(xué)生化學(xué)必修1中氧化還原反應(yīng)的課后習(xí)題作業(yè),對(duì)學(xué)生作業(yè)答題情況進(jìn)行分析歸納,驗(yàn)證學(xué)生在該部分內(nèi)容學(xué)習(xí)中的問題所在。調(diào)查得出學(xué)生在氧化還原反應(yīng)知識(shí)體系中突出的學(xué)習(xí)問題主要表現(xiàn)在對(duì)以下幾方面:化合價(jià)的準(zhǔn)確標(biāo)注;電子轉(zhuǎn)移方向與數(shù)目的表示方法;方程式的書寫與配平;常見的氧化劑與還原劑;反應(yīng)的一般規(guī)律及氧化性、還原性的強(qiáng)弱規(guī)律、反應(yīng)的定量計(jì)算。第三,利用SOLO分類評(píng)價(jià)理論對(duì)學(xué)生作業(yè)中各題的考查內(nèi)容進(jìn)行評(píng)價(jià)分析,確定學(xué)生解題中所達(dá)到的思維認(rèn)知水平。利用傳統(tǒng)的百分制評(píng)價(jià)法與訪談法有機(jī)結(jié)合起來對(duì)學(xué)生作業(yè)易錯(cuò)點(diǎn)進(jìn)行深入分析,探查學(xué)生學(xué)習(xí)問題存在的主要原因,并提出解決問題的教學(xué)建議。第四,在相應(yīng)教育理論的指導(dǎo)下,根據(jù)上述提出的教學(xué)建議和問題形成的原因,制定行之有效的教學(xué)設(shè)計(jì)。第五,將制定的教學(xué)設(shè)計(jì)實(shí)施于兩個(gè)實(shí)習(xí)班級(jí)的氧化還原反應(yīng)課堂教學(xué)中,再將同樣的氧化還原反應(yīng)課后練習(xí)作業(yè)發(fā)放給兩個(gè)授課班級(jí)的學(xué)生進(jìn)行作答,最后量化對(duì)照班和教學(xué)策略實(shí)施班學(xué)生的作業(yè)數(shù)據(jù),通過數(shù)據(jù)的對(duì)比分析,以驗(yàn)證教學(xué)設(shè)計(jì)的有效性,檢驗(yàn)所制定的教學(xué)設(shè)計(jì)是否對(duì)學(xué)生在必修1氧化還原反應(yīng)學(xué)習(xí)過程中普遍存在的問題起到了改善的作用。
[Abstract]:The teaching of redox reaction knowledge is an important part of chemistry concept theory teaching in senior high school. It runs through the middle school chemistry teaching all the time, and is an important tool for students to learn the elements and their compounds, ion reaction, electrochemistry and so on. This knowledge system involves many basic concepts, and each concept is abstract and dialectical. It is difficult for the freshmen to study the redox reaction knowledge because of their limited knowledge level and less experience of learning abstract and dialectical knowledge by abstract logical thinking. Therefore, this paper studies the redox reaction knowledge in chemistry compulsory course 1, probes into the problems in students' learning of this part of the content, and puts forward an effective teaching plan to solve the problems, so as to improve the teaching effect. The research is mainly carried out in the following aspects: first, questionnaire survey is carried out on first-line chemistry teachers to understand their understanding of redox reverse knowledge system and the common problems of students in the learning of required 1 redox knowledge. In order to understand the understanding and grasp of this part of the content from the macro point of view. Second, collect the homework of redox reaction in the required 1 of chemistry, analyze and sum up the situation of the students' homework, and verify the problems of the students in the study of this part of the content. The investigation shows that the outstanding learning problems of students in the redox reaction knowledge system are mainly shown in the following aspects: accurate labeling of valence, expression of the direction and number of electron transfer, writing and balancing of equations; Common oxidant and reducing agent, general law of reaction and oxidation, law of intensity and weakness of reductivity, quantitative calculation of reaction. Thirdly, using the theory of SOLO classification evaluation, this paper evaluates and analyzes the contents of each question in the students' homework, and determines the level of thinking and cognition achieved by the students in solving the problems. By combining the traditional percentile evaluation method with interview method, this paper makes a deep analysis of the error-prone points of students' homework, probes into the main causes of students' learning problems, and puts forward some teaching suggestions to solve the problems. Fourthly, under the guidance of the corresponding educational theory, according to the teaching suggestions and the causes of the problems, the effective teaching design is formulated. Fifthly, the designed teaching design will be implemented in the redox reaction classroom teaching of the two practical classes, and then the same redox reaction exercises will be distributed to the students of the two classes to answer the questions. Finally, the students' homework data of the control class and the teaching strategy implementation class are quantified, and the validity of the teaching design is verified by the comparison and analysis of the data. Whether the teaching design made by the test can improve the common problems in the learning process of compulsory 1 redox reaction.
【學(xué)位授予單位】：青海師范大學(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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