【摘要】：化學(xué)是一門在分子、原子水平上研究物質(zhì)的組成、結(jié)構(gòu)、性質(zhì)及其變化規(guī)律的自然科學(xué)。在新課改理念的指導(dǎo)下,教師在實(shí)際教學(xué)過程中更加注重學(xué)生化學(xué)觀的培養(yǎng)。而物質(zhì)的宏觀變化是由物質(zhì)微觀上的結(jié)構(gòu)決定的,因此我們有必要研究“物質(zhì)構(gòu)成的奧秘”來解釋其宏觀變化的實(shí)質(zhì)�！拔⒘Ｓ^”是培養(yǎng)學(xué)生學(xué)習(xí)化學(xué)的重要觀念,因此很有必要對(duì)九年級(jí)學(xué)生在微粒觀的形成過程中所出現(xiàn)的問題進(jìn)行研究。在調(diào)查過程中,以2012版人民教育出版社的九年級(jí)化學(xué)教材的第三章“物質(zhì)構(gòu)成的奧秘”為例,調(diào)查分析了學(xué)優(yōu)生、學(xué)中生和學(xué)困生三類學(xué)生對(duì)“物質(zhì)構(gòu)成的奧秘”這一章節(jié)在基礎(chǔ)性、次高級(jí)性和高級(jí)性知識(shí)的認(rèn)知水平的差異,發(fā)現(xiàn)這三類學(xué)生對(duì)基礎(chǔ)性和次高級(jí)性的知識(shí)都有很好的認(rèn)知水平。學(xué)優(yōu)生對(duì)高級(jí)性的認(rèn)知水平也能達(dá)到“理解”、“解釋”、“說明”、“區(qū)分”的認(rèn)知水平;而學(xué)中生和學(xué)困生對(duì)于高級(jí)性知識(shí)只能做到“知道”、“了解”、“找出”、“能表示”的較低的認(rèn)知水平,對(duì)于“理解”的認(rèn)知還有一定的困難。究其原因主要是這兩類學(xué)生不能在學(xué)習(xí)該章節(jié)時(shí)找到適合自己的學(xué)習(xí)方法,樹立相應(yīng)的化學(xué)“微粒觀”。通過對(duì)學(xué)生認(rèn)知難點(diǎn)的調(diào)查和教師的訪談,依據(jù)化學(xué)學(xué)科的特點(diǎn)提出了教學(xué)策略并設(shè)計(jì)了符合學(xué)生認(rèn)知規(guī)律的教學(xué)設(shè)計(jì)。在實(shí)際教學(xué)過程中,通過采取多種原則,逐一偵破“物質(zhì)構(gòu)成的奧秘”章節(jié)中的基本概念、化學(xué)用語(yǔ)及化學(xué)計(jì)算等難點(diǎn),使知識(shí)難點(diǎn)分散開來,便于學(xué)生的吸收和接納;注重多種教學(xué)策略靈活運(yùn)用,真正做到因材施教,設(shè)計(jì)較好的教學(xué)設(shè)計(jì)。
[Abstract]:Chemistry is a natural science that studies the composition, structure, properties and changes of matter at the molecular and atomic levels. Under the guidance of the new curriculum reform idea, teachers pay more attention to the cultivation of students' view of chemistry in the course of practical teaching. However, the macroscopic change of matter is determined by the microstructure of matter, so it is necessary to study the mystery of material composition to explain the essence of its macroscopic change. "particulate concept" is an important concept to cultivate students' learning chemistry, so it is necessary to study the problems that appear in the formation of particle view of ninth grade students. In the course of the investigation, taking the third chapter "the Mystery of material composition" of the ninth grade chemistry textbook of the people's Education Publishing House of 2012 edition as an example, the investigation and analysis of the excellent students are made. The differences in the cognitive level of basic, secondary and advanced knowledge between the students of secondary school and those with learning difficulties in the chapter "the Mystery of material formation", It is found that these three types of students have good cognitive level of basic and sub-advanced knowledge. The cognitive level of "understanding", "explanation", "explanation" and "distinction" can also be achieved by gifted students, while students with high learning and learning difficulties can only "know", "understand" and "find out" about advanced knowledge. The lower cognitive level of being able to express, there are still some difficulties in the cognition of understanding. The main reason is that these two kinds of students can not find their own learning methods when studying this chapter, and set up the corresponding "particle view" of chemistry. Based on the investigation of students' cognitive difficulties and the interview of teachers, this paper puts forward teaching strategies according to the characteristics of chemistry and designs the teaching design that accords with the students' cognitive law. In the course of practical teaching, by adopting a variety of principles, the basic concepts, chemical terms and chemical calculation in the chapter of "the Mystery of material composition" are solved one by one, so that the difficult points of knowledge are scattered and easy for students to absorb and accept. Pay attention to the flexible use of various teaching strategies, truly achieve teaching according to their aptitude, design better teaching design.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.8

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