價(jià)—類二維圖在元素化合物復(fù)習(xí)中的應(yīng)用研究
發(fā)布時(shí)間：2018-12-16 18:23
【摘要】：元素及其化合物在高考中雖然很少直接考查,但以載體形式出現(xiàn),為高考必考內(nèi)容。元素及其化合物復(fù)習(xí)是高考復(fù)習(xí)的重要組成部分。以載體出現(xiàn)的形式,充分體現(xiàn)了高考對學(xué)習(xí)能力的要求。而元素及其化合物知識散,記憶起來難,且容易忘,這就要求教師能找到一種適合元素及其化合物知識復(fù)習(xí)的有效工具,抓住元素及其化合物知識的“神”,使得“形散而神不散”的元素化合物復(fù)習(xí)能事半功倍。價(jià)-類二維圖應(yīng)運(yùn)而生,因?yàn)槲镔|(zhì)類別和核心元素化合價(jià)就是元素及其化合物知識的“神”,具體體現(xiàn)為物質(zhì)類別決定了該物質(zhì)所具有的一般通性;核心元素化合價(jià)決定了該物質(zhì)具有的氧化性或還原性。因此,本研究圍繞什么是價(jià)-類二維圖?為什么需要價(jià)-類二維圖進(jìn)行元素化合物復(fù)習(xí)?哪些核心元素及其化合物可以運(yùn)用價(jià)-類二維圖?如何引導(dǎo)學(xué)生繪制價(jià)-類二維圖并利用價(jià)-類二維圖提高對元素化合物知識的認(rèn)識和掌握程度?價(jià)-類二維圖對元素化合物的復(fù)習(xí)有沒有效果? 5個(gè)核心問題,通過文獻(xiàn)查閱法、文本分析法、教學(xué)實(shí)驗(yàn)法和調(diào)查問卷法展開研究。本論文共分為5個(gè)部分:第一部分為緒論,主要從研究背景、研究目標(biāo)和內(nèi)容、研究意義、研究方法四個(gè)方面進(jìn)行了闡述。第二部分文獻(xiàn)綜述,首先對六個(gè)核心概念即元素及其化合物知識、復(fù)習(xí)、化合價(jià)、物質(zhì)類別、二維圖、價(jià)-類二維圖進(jìn)行了范圍界定和定義界定,然后分別綜述了元素化合物復(fù)習(xí)和價(jià)-類二維圖的研究現(xiàn)狀。第三部分結(jié)合自己的知識結(jié)構(gòu)以及對考綱和考試說明的解讀,分析了金屬元素Na、Al、Fe、Cu和非金屬元素H、C、N、O、Si、S、Cl及其化合物知識中適合使用價(jià)-類二維圖進(jìn)行復(fù)習(xí)的核心元素。第四部分為教學(xué)實(shí)驗(yàn)和效果評價(jià),將價(jià)-類二維圖運(yùn)用于元素化合物的高考復(fù)習(xí),并通過案例題目的得分統(tǒng)計(jì)比較和調(diào)查問卷對其效果進(jìn)行評價(jià)。第五部分為結(jié)論,對前文的分析進(jìn)行歸納、整理,介紹研究的結(jié)論與意義以及研究的不足與展望。以價(jià)-類二維圖為工具進(jìn)行元素化合物的高考復(fù)習(xí),學(xué)生的化學(xué)學(xué)習(xí)能力和利用化學(xué)知識分析并解決實(shí)際問題的能力均得以不同程度的提高。學(xué)生可以舉一反三,不管遇到的是熟悉物質(zhì),還是陌生物質(zhì),出發(fā)點(diǎn)只有物質(zhì)類別和化合價(jià)這兩個(gè)角度,進(jìn)而有能力找出其物質(zhì)類別,分析或預(yù)測其一般性質(zhì),也有能力標(biāo)出該物質(zhì)中核心元素的化合價(jià),分析或預(yù)測其可能具有的氧化性或還原性。高考中元素及其化合物知識不管以哪種形式進(jìn)行考查,學(xué)生都能從容面對。
[Abstract]:Although the elements and their compounds are seldom examined directly in the college entrance examination, they appear in the form of carrier, which is the necessary content of the college entrance examination. The review of elements and their compounds is an important part of the review of college entrance examination. In the form of carrier, it fully reflects the requirements of the college entrance examination for learning ability. But the knowledge of elements and their compounds is scattered, difficult to remember, and easy to forget. This requires teachers to find an effective tool for the review of knowledge of elements and their compounds, and to grasp the "gods" of knowledge of elements and their compounds. So that the "form scattered and not scattered" element compounds review can double the result with half the effort. Valence-class two-dimensional graph emerges as the times require, because the material category and the core element valence are the "gods" of the knowledge of the elements and their compounds, which is embodied in the general generality of the substance determined by the material category. The valence of the core elements determines the oxidation or reduction of the substance. Therefore, this study revolves around what is valence-class two-dimensional graph? Why is it necessary to review the elemental compounds in a valence-like two-dimensional diagram? Which core elements and their compounds can be used in valence-class two-dimensional diagrams? How to guide students to draw two dimensional valence-class maps and use valence-class two-dimensional graphs to improve their understanding and mastery of the knowledge of elements and compounds? Is there any effect on the review of elemental compounds by two dimensional valence-class graphs? five core questions are studied through literature review, text analysis, teaching experiment and questionnaire. This paper is divided into five parts: the first part is the introduction, mainly from the research background, research objectives and contents, research significance, research methods. The second part of the literature review, first of the six core concepts namely elements and their compounds knowledge, review, valence, material category, two-dimensional graph, Valence-class two-dimensional map for the definition of the scope and definition. Then the review of elemental compounds and two-dimensional valence-class diagrams are reviewed respectively. In the third part, according to the knowledge structure and the explanation of the examination outline and the test instructions, we analyze the metal element Na,Al,Fe,Cu and the nonmetallic element, The core element of Cl and its compound knowledge that is suitable for review using two-dimensional Valence-class diagrams. The fourth part is the teaching experiment and the effect evaluation. The price class two-dimensional graph is applied to the review of the college entrance examination of the elements and compounds, and its effect is evaluated through the statistical comparison of the score of the case title and the questionnaire. The fifth part is the conclusion, summarizes and arranges the previous analysis, introduces the conclusion and significance of the research, and the deficiency and prospect of the research. Students' chemistry learning ability and the ability to use chemical knowledge to analyze and solve practical problems can be improved to some extent by using valence-class two-dimensional graph to review the elements and compounds in college entrance examination. Students can draw a lesson from one another. Regardless of whether they encounter familiar or unfamiliar substances, the starting point is only from the point of view of material category and combination price, and then they have the ability to find out their material categories and to analyze or predict their general nature. It is also able to identify the valence of the core elements in the substance and to analyse or predict their possible oxidizing or reductive properties. No matter in which form the elements and their compounds are examined in the college entrance examination, students will be able to face them calmly.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8
[Abstract]:Although the elements and their compounds are seldom examined directly in the college entrance examination, they appear in the form of carrier, which is the necessary content of the college entrance examination. The review of elements and their compounds is an important part of the review of college entrance examination. In the form of carrier, it fully reflects the requirements of the college entrance examination for learning ability. But the knowledge of elements and their compounds is scattered, difficult to remember, and easy to forget. This requires teachers to find an effective tool for the review of knowledge of elements and their compounds, and to grasp the "gods" of knowledge of elements and their compounds. So that the "form scattered and not scattered" element compounds review can double the result with half the effort. Valence-class two-dimensional graph emerges as the times require, because the material category and the core element valence are the "gods" of the knowledge of the elements and their compounds, which is embodied in the general generality of the substance determined by the material category. The valence of the core elements determines the oxidation or reduction of the substance. Therefore, this study revolves around what is valence-class two-dimensional graph? Why is it necessary to review the elemental compounds in a valence-like two-dimensional diagram? Which core elements and their compounds can be used in valence-class two-dimensional diagrams? How to guide students to draw two dimensional valence-class maps and use valence-class two-dimensional graphs to improve their understanding and mastery of the knowledge of elements and compounds? Is there any effect on the review of elemental compounds by two dimensional valence-class graphs? five core questions are studied through literature review, text analysis, teaching experiment and questionnaire. This paper is divided into five parts: the first part is the introduction, mainly from the research background, research objectives and contents, research significance, research methods. The second part of the literature review, first of the six core concepts namely elements and their compounds knowledge, review, valence, material category, two-dimensional graph, Valence-class two-dimensional map for the definition of the scope and definition. Then the review of elemental compounds and two-dimensional valence-class diagrams are reviewed respectively. In the third part, according to the knowledge structure and the explanation of the examination outline and the test instructions, we analyze the metal element Na,Al,Fe,Cu and the nonmetallic element, The core element of Cl and its compound knowledge that is suitable for review using two-dimensional Valence-class diagrams. The fourth part is the teaching experiment and the effect evaluation. The price class two-dimensional graph is applied to the review of the college entrance examination of the elements and compounds, and its effect is evaluated through the statistical comparison of the score of the case title and the questionnaire. The fifth part is the conclusion, summarizes and arranges the previous analysis, introduces the conclusion and significance of the research, and the deficiency and prospect of the research. Students' chemistry learning ability and the ability to use chemical knowledge to analyze and solve practical problems can be improved to some extent by using valence-class two-dimensional graph to review the elements and compounds in college entrance examination. Students can draw a lesson from one another. Regardless of whether they encounter familiar or unfamiliar substances, the starting point is only from the point of view of material category and combination price, and then they have the ability to find out their material categories and to analyze or predict their general nature. It is also able to identify the valence of the core elements in the substance and to analyse or predict their possible oxidizing or reductive properties. No matter in which form the elements and their compounds are examined in the college entrance examination, students will be able to face them calmly.
【學(xué)位授予單位】：華中師范大學(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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