【摘要】：初中階段是形成化學思維的重要階段,但是國內(nèi)對于初中生化學學習的研究較為缺乏。初中教學中的教學設(shè)計對學生的學習而言尤為重要,因而需要適合學生思維的教學設(shè)計。由于自身的特點,初中生對于直觀的宏觀表征易于接受；微觀表征則由于其抽象性難于想象和理解；化學符號作為化學特有的語言,大多初中生僅限于識記,無法理解符號所表示的意義,因而造成了化學難的化學懼怕心理,也為教師的教學提出了挑戰(zhàn),為此本研究力圖找到更為適合初中生的教學設(shè)計,增加學生對化學的學習興趣,易化學生對于化學知識的理解�；趯W生頭腦中形成的這三種表征方式,三者并不是相互獨立的,也是不可割裂進行理解的,因而將三者進行結(jié)合,形成三重表征的思維方法。這種方法以符號為載體聯(lián)系其宏觀和微觀意義進行理解,通過符號對實驗現(xiàn)象進行化學語言的描述,運用微觀表征對宏觀現(xiàn)象產(chǎn)生的原因進行解釋,從不同角度進行學習,更為全面的看待化學知識。國外對于三重表征研究起步較早,我國對于三重表征研究大多集中于現(xiàn)狀調(diào)查,對于如何融入教學設(shè)計中的研究較少,而且對初中生關(guān)注度較低。本研究在三重表征理論的基礎(chǔ)上進行教學設(shè)計,選取了初中兩個沒有顯著性差異的班級,控制班運用注重識記的傳統(tǒng)教學設(shè)計,實驗班通過三重表征教學設(shè)計培養(yǎng)學生,經(jīng)一個階段的對照教學后運用雙層式問卷對學生的三重表征水平以及表征知識類型進行測查。研究發(fā)現(xiàn)：三重表征思維的形成有助于初中生理解與掌握化學知識；初中生對不同表征方式的能力不同；通過實施三重表征的教學設(shè)計可以引導(dǎo)學生,使之擁有三重表征的化學學習思維,促進化學的學習,三重表征的教學設(shè)計對學生而言是有效的。對于初中化學的教學設(shè)計,建議運用三種表征相結(jié)合的方法,使用類比、模型、動畫等可視化手段使微觀知識宏觀化；將符號作為載體,強調(diào)化學符號的宏觀與微觀意義,引導(dǎo)學生全面認識；注重小組合作實驗,將觀察到的實驗現(xiàn)象轉(zhuǎn)化為化學符號進行描述,結(jié)合微觀模型理解反應(yīng)本質(zhì)。本研究運用不同教學設(shè)計教學后使用雙層式問卷測查初中生三重表征水平,從而探究三重表征教學設(shè)計對學生的影響,為教學設(shè)計提供了思路和具體的設(shè)計方法,引導(dǎo)學生運用三重表征的化學思維思考問題,建構(gòu)自己的知識網(wǎng)絡(luò)。
[Abstract]:Junior middle school is an important stage of forming chemical thinking, but there is a lack of research on chemistry learning of junior middle school students in China. Teaching design in junior middle school teaching is very important for students' study, so it needs teaching design suitable for students' thinking. Because of their own characteristics, junior high school students are easy to accept for intuitive macro-representation, and micro-representation is difficult to imagine and understand because of its abstractness. As a special language of chemistry, most of the junior high school students are limited to memorization and can't understand the meaning expressed by the symbol, which causes the chemical fear of chemistry difficult, and also poses a challenge to the teaching of teachers. Therefore, this study tries to find a more suitable teaching design for junior high school students, increase students' interest in chemistry learning, and facilitate students' understanding of chemistry knowledge. Based on the three representations formed in the mind of the students, the three are not independent of each other and can not be understood separately, so they are combined to form a thinking method of triple representation. This method uses symbols as carriers to understand its macro-and micro-meanings, describes the experimental phenomena in chemical language through symbols, explains the causes of macro-phenomena by means of micro-representations, and learns from different perspectives. Take a more comprehensive view of chemistry. In foreign countries, the research on triple representation started early. In our country, the research on triple representation is mostly focused on the present situation, and the research on how to integrate into teaching design is less, and the attention to junior high school students is low. This research carries on the teaching design on the basis of the triple representation theory, selects the junior middle school two classes which have no significant difference, the control class uses the traditional teaching design which pays attention to the memorization, the experimental class trains the student through the triple representation teaching design, After one stage of contrast teaching, a double-level questionnaire was used to measure the students' level of triple representation and the type of representation knowledge. It is found that the formation of triple representation thinking is helpful for junior middle school students to understand and master chemical knowledge, and the ability of junior middle school students to different representation styles is different. By implementing the teaching design of triple representation, students can be guided to have the thought of chemistry learning with triple representation and to promote chemistry learning. The teaching design of triple representation is effective for students. For the teaching design of chemistry in junior middle school, it is suggested that the micro-knowledge should be macroscopized by means of analogy, model, animation and so on. Taking the symbol as the carrier, emphasizing the macro-and micro-significance of the chemical symbol, guiding the students to fully understand, paying attention to the group cooperation experiment, transforming the observed experimental phenomenon into the chemical symbol for description, combining the micro-model to understand the nature of the reaction. In this study, two-level questionnaire was used to measure the level of triple representation of junior high school students after teaching with different instructional design, so as to explore the influence of triple representation teaching design on students, and provide ideas and concrete design methods for teaching design. Guide students to use triple representation of chemical thinking to think, construct their own knowledge network.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.8

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