【摘要】：高中化學(xué)學(xué)習(xí)過程中化學(xué)1(必修)根基性較強(qiáng),高考中化學(xué)1(必修)的考查側(cè)重于基本概念與理論實踐的聯(lián)系,學(xué)生之所以對化學(xué)1(必修)產(chǎn)生濃厚的興趣是因為其具有較強(qiáng)的實驗性和實踐性。然而,自從新課程改革實施以來,由于高考大綱對化學(xué)1(必修)內(nèi)容要求增多,知識點交叉復(fù)雜,從傳統(tǒng)的知識培養(yǎng)轉(zhuǎn)向能力訓(xùn)練,由此對學(xué)生的思維能力要求越來越高,再加上高一生個體之間存在差異、教師教學(xué)方法不當(dāng)、學(xué)生學(xué)習(xí)方法不對等因素,導(dǎo)致學(xué)生學(xué)習(xí)化學(xué)困難重重,長此以往,學(xué)生漸漸對化學(xué)這門學(xué)科失去興趣,喪失學(xué)好化學(xué)的勇氣。因此,本研究課題在有意義學(xué)習(xí)理論和布魯納認(rèn)知發(fā)展理論等理論的指導(dǎo)下,通過采用思維障礙測試卷和教師訪談法,研究高一生學(xué)習(xí)化學(xué)的思維障礙的成因及解決學(xué)生思維障礙的對策,引導(dǎo)學(xué)生學(xué)好化學(xué)。高一生在學(xué)習(xí)化學(xué)1(必修)過程中普遍存在的思維障礙主要有:由概念引發(fā)的思維障礙、由直覺思維的片面性引發(fā)的思維障礙、由邏輯混亂引發(fā)的思維障礙、由思維定勢的引發(fā)的思維障礙、由輻合思維的局限性引發(fā)的思維障礙。其中由概念引發(fā)的思維障礙、由直覺思維的片面性引發(fā)的思維障礙、由邏輯混亂引發(fā)的思維障礙、由思維定勢引發(fā)的思維障礙這四類思維障礙出現(xiàn)的頻次最高,同時,學(xué)困生與學(xué)優(yōu)生、學(xué)中生相比之下,學(xué)困生出現(xiàn)上述四類思維障礙的頻次更高,而且,三類學(xué)生的思維障礙頻次具有顯著差異。由此總結(jié)出高一生學(xué)習(xí)化學(xué)的思維障礙產(chǎn)生的原因有化學(xué)1(必修)知識繁多,學(xué)生知識結(jié)構(gòu)化程度低、學(xué)生缺乏知識經(jīng)驗,不能達(dá)到舉一反三、化學(xué)1(必修)內(nèi)容較抽象,與初中化學(xué)銜接不上、學(xué)生定勢思維根深蒂固,思維變通能力差、學(xué)生學(xué)習(xí)化學(xué)興趣不足,缺少主觀能動性、教師教學(xué)方法不當(dāng),教學(xué)設(shè)計墨守成規(guī),并針對上述原因,提出解決對策:引導(dǎo)學(xué)生完善知識結(jié)構(gòu),強(qiáng)化學(xué)生概括能力、注重創(chuàng)造性思維的培養(yǎng)、做好初三化學(xué)與高一化學(xué)銜接工作、創(chuàng)新教學(xué)情境,激發(fā)學(xué)生對化學(xué)的好奇心、形成概念系統(tǒng),掌握科學(xué)記憶方法、更新教育理念,創(chuàng)新教學(xué)方法。
[Abstract]:Chemistry 1 (compulsory course) in senior high school chemistry learning process has strong foundation, the examination of chemistry 1 (compulsory course) in college entrance examination emphasizes on the relation between basic concept and theory practice. Students have a strong interest in chemistry 1 because of its strong experimental and practical nature. However, since the implementation of the new curriculum reform, because the college entrance examination syllabus requires more contents of chemistry 1 (compulsory course), the knowledge points cross and complex, from the traditional knowledge training to the ability training, so the students' thinking ability is more and more demanding. In addition, there are differences between individuals in high life, improper teaching methods of teachers and unequal learning methods of students, which results in many difficulties for students in learning chemistry. In the long run, students gradually lose interest in chemistry as a subject. Lose the courage to learn chemistry. Therefore, under the guidance of the theory of meaningful learning and Bruner's cognitive development theory, this research subject adopts the thinking disorder test paper and the method of teacher interview. This paper studies the causes of thinking obstacles in learning chemistry in high life and the countermeasures to solve them, so as to guide students to learn chemistry well. In the course of studying chemistry 1 (compulsory course), Gao's thought obstacles are mainly: those caused by concept, by the one-sidedness of intuitive thinking, and by the confusion of logic. The thinking barrier caused by the fixed thinking pattern and the confluence thought limitation. Among them, the four kinds of thinking obstacles, which are caused by the concept, by the one-sidedness of intuitive thinking, by the confusion of logic, and by the thinking pattern, are the most frequent, and at the same time, Compared with the students with learning difficulties and excellent students, the students with learning difficulties have higher frequency of the above four kinds of thinking disorders, and there are significant differences in the frequency of thinking disorders among the three kinds of students. It is concluded that the reasons for the thinking obstacle of learning chemistry in high life are that there are a lot of chemistry (compulsory) knowledge, low degree of structurization of students' knowledge, students' lack of knowledge and experience, they can't draw a conclusion from one another, and the content of chemistry 1 (compulsory course) is abstract. The students' fixed thinking is deep-rooted, their ability of thinking flexibility is poor, the students' interest in learning chemistry is insufficient, they lack subjective initiative, the teachers' teaching methods are improper, the teaching design is conservative, and the reasons mentioned above are pointed out. The countermeasures are as follows: to guide students to improve their knowledge structure, to strengthen their ability to generalize, to pay attention to the cultivation of creative thinking, to do a good job of linking chemistry with chemistry in junior high school, to innovate teaching situation, and to arouse students' curiosity about chemistry. Forming concept system, mastering scientific memory method, renewing educational idea and innovating teaching method.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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