基于電子書包的初中化學實驗探究教學模式研究
發(fā)布時間：2019-02-20 07:53
【摘要】：在社會文明快速發(fā)展的當下,科學能力成為科學社會衡量人才的重要標準之一�？茖W能力不僅包括科學知識的掌握,而且包括科學能力的培養(yǎng)�？茖W能力對于個人發(fā)展影響更為久遠,然而科學能力集中體現(xiàn)為探究能力。探究能力不是與生俱來的,學習者可以通過經(jīng)歷發(fā)現(xiàn)、構想、抉擇、歸納和評價等具有探究特征的學習過程,來提升和發(fā)展探究能力。本文研究旨在以探究能力培養(yǎng)為價值取向,設計在電子書包環(huán)境支撐下的初中化學實驗探究教學模式。首先,針對電子書包、初中化學實驗、探究學習和教學模式等基礎性概念進行厘清,并對探究學習理論、建構主義學習理論、人本主義學習理論、信息技術與課程整合理論以及初中化學新課程標準進行分析。然后,選定問卷和訪談的調(diào)查方法,對吉林省長春市某中學的部分教師和學生進行現(xiàn)狀調(diào)研并進行數(shù)據(jù)統(tǒng)計分析,總結發(fā)現(xiàn)化學實驗課教學主要關注公式講解,很少涉及學生探究能力的培養(yǎng)、學生使用電子書包的興趣濃厚、傳統(tǒng)教學模式不適應課堂教學等問題。然后,在智慧教育理念指導下,構建了電子書包環(huán)境下的探究教學模式,進而依據(jù)初中化學實驗探究學習特征對該模式進行變式,最終提出電子書包環(huán)境下的初中化學實驗探究教學模式。最后,以《實驗室制取二氧化碳氣體》為例應用模式,分析該模式的有效性。在系統(tǒng)研究的基礎,本文總結出兩大研究結論:(1)將電子書包作為技術支撐應用于初中化學實驗學習是教師在教學中培養(yǎng)學生探究能力的有效途徑。(2)基于電子書包的初中化學探究教學模式:技術的豐富性和混合性支撐課前、課中和課后三個過程。課前——構想實驗方案、學生主動思考,經(jīng)歷構想的探究過程;課中——實踐探究方案,學生抉擇資源、觀察現(xiàn)象、記錄數(shù)據(jù)、統(tǒng)計結果、歸納結論、評價反思,經(jīng)歷思維訓練的學習過程;課后——鞏固提升,學生自我練習、加深理解,經(jīng)歷鞏固提高的學習過程。
[Abstract]:With the rapid development of social civilization, scientific ability has become one of the important standards for measuring talents in scientific society. Scientific ability includes not only the mastery of scientific knowledge, but also the cultivation of scientific ability. Scientific ability has a long-term influence on individual development, but scientific ability is concentrated on inquiry ability. Inquiry ability is not innate. Learners can improve and develop inquiry ability through experience discovery, conception, choice, induction and evaluation. The purpose of this study is to design a teaching model of junior high school chemistry experiment based on the environment of electronic schoolbag, which takes the cultivation of inquiry ability as the value orientation. First of all, the basic concepts of electronic schoolbag, junior high school chemistry experiment, inquiry learning and teaching model are clarified, and the inquiry learning theory, the constructivism learning theory, the humanism learning theory, etc. Information technology and curriculum integration theory and junior high school chemistry curriculum standards are analyzed. Then, the questionnaire and interview methods are selected to investigate the current situation of some teachers and students in a middle school in Changchun, Jilin Province, and the data are statistically analyzed. It is found that the main concern formula of chemical experiment teaching is explained. It seldom involves the cultivation of students' inquiry ability, the students' strong interest in using electronic schoolbags, and the traditional teaching mode is not suitable for classroom teaching and so on. Then, under the guidance of the concept of intelligent education, the inquiry teaching model under the environment of electronic schoolbag is constructed, and then the model is changed according to the characteristics of chemical experiment inquiry learning in junior high school. Finally, it puts forward the inquiry teaching mode of chemistry experiment in junior high school under the environment of electronic schoolbag. Finally, the effectiveness of the model is analyzed by taking the model of making carbon dioxide gas in laboratory as an example. On the basis of systematic research, This paper summarizes two conclusions: (1) applying electronic schoolbag as technical support to junior high school chemistry experiment learning is an effective way for teachers to cultivate students' inquiry ability in teaching. (2) Electronic schoolbag based junior high school. Chemistry inquiry teaching model: technology richness and mixing support before class, There are three processes in and after class. Pre-class-conceiving experimental scheme, students actively thinking, experiencing the inquiry process of conception; In class-practice inquiry program, students choose resources, observe phenomena, record data, statistical results, inductive conclusions, evaluation and reflection, experience the learning process of thinking training; After-class-consolidate promotion, students self-practice, deepen understanding, experience consolidation and improvement of the learning process.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8;G434
本文編號：2426972
[Abstract]:With the rapid development of social civilization, scientific ability has become one of the important standards for measuring talents in scientific society. Scientific ability includes not only the mastery of scientific knowledge, but also the cultivation of scientific ability. Scientific ability has a long-term influence on individual development, but scientific ability is concentrated on inquiry ability. Inquiry ability is not innate. Learners can improve and develop inquiry ability through experience discovery, conception, choice, induction and evaluation. The purpose of this study is to design a teaching model of junior high school chemistry experiment based on the environment of electronic schoolbag, which takes the cultivation of inquiry ability as the value orientation. First of all, the basic concepts of electronic schoolbag, junior high school chemistry experiment, inquiry learning and teaching model are clarified, and the inquiry learning theory, the constructivism learning theory, the humanism learning theory, etc. Information technology and curriculum integration theory and junior high school chemistry curriculum standards are analyzed. Then, the questionnaire and interview methods are selected to investigate the current situation of some teachers and students in a middle school in Changchun, Jilin Province, and the data are statistically analyzed. It is found that the main concern formula of chemical experiment teaching is explained. It seldom involves the cultivation of students' inquiry ability, the students' strong interest in using electronic schoolbags, and the traditional teaching mode is not suitable for classroom teaching and so on. Then, under the guidance of the concept of intelligent education, the inquiry teaching model under the environment of electronic schoolbag is constructed, and then the model is changed according to the characteristics of chemical experiment inquiry learning in junior high school. Finally, it puts forward the inquiry teaching mode of chemistry experiment in junior high school under the environment of electronic schoolbag. Finally, the effectiveness of the model is analyzed by taking the model of making carbon dioxide gas in laboratory as an example. On the basis of systematic research, This paper summarizes two conclusions: (1) applying electronic schoolbag as technical support to junior high school chemistry experiment learning is an effective way for teachers to cultivate students' inquiry ability in teaching. (2) Electronic schoolbag based junior high school. Chemistry inquiry teaching model: technology richness and mixing support before class, There are three processes in and after class. Pre-class-conceiving experimental scheme, students actively thinking, experiencing the inquiry process of conception; In class-practice inquiry program, students choose resources, observe phenomena, record data, statistical results, inductive conclusions, evaluation and reflection, experience the learning process of thinking training; After-class-consolidate promotion, students self-practice, deepen understanding, experience consolidation and improvement of the learning process.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8;G434
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