【摘要】：化學(xué)是培養(yǎng)學(xué)生理性思維的重要工具。高中化學(xué)作業(yè)作為高中化學(xué)教學(xué)的重要組成部分,除了具有鞏固提高的作用,還應(yīng)該在學(xué)生理性思維水平方面發(fā)揮促進作用。但是目前關(guān)于作業(yè)的研究較多集中在減輕學(xué)生負擔(dān)、設(shè)計分層作業(yè)等方面,而關(guān)于理性思維的研究較多是集中在課堂教學(xué)的設(shè)計上。將高中化學(xué)作業(yè)與學(xué)生理性思維發(fā)展相結(jié)合的研究非常少,因此本研究具有重要的現(xiàn)實意義。本研究采用文獻研究法界定出“理性思維”等重要概念,確定本課題研究的切入點。通過問卷調(diào)查法了解實習(xí)班級和對照班級學(xué)生理性思維水平的差異,進而對實習(xí)班級學(xué)生課堂作業(yè)和課后作業(yè)進行分析。通過研究發(fā)現(xiàn),能夠促進學(xué)生理性思維發(fā)展的高中化學(xué)作業(yè)具有以下特點:(1)要求學(xué)生能夠基于證據(jù)進行邏輯推理;(2)要求定性與定量結(jié)合;(3)要求從宏觀與微觀相互聯(lián)系、相互轉(zhuǎn)化的角度去思考問題;(4)要求問題要突顯事物之間的關(guān)聯(lián),通過問題解決能培養(yǎng)學(xué)生思維的連續(xù)性與整體性。根據(jù)作業(yè)的以上特點提出以下幾點教學(xué)建議:(1)理性思維是人腦的活動,為了使其外顯化,教師在設(shè)計課堂活動時要盡可能多地讓學(xué)生表達自己的觀點,并且引導(dǎo)學(xué)生逐漸學(xué)會用正確的理性思維方式和表述方法來進行邏輯推理。(2)為了促使學(xué)生的理性思維水平不斷提升,對于定量分析的問題設(shè)計要要求學(xué)生寫出詳細的邏輯推理和證明證偽過程。(3)理性思維是學(xué)生主動形成的,但是是需要教師的幫助和引導(dǎo)的。尤其是分子、原子等微觀層面非常抽象,因此教師在設(shè)計活動時要幫助學(xué)生從宏觀、微觀的雙重角度去理解問題,善于利用符號表征。(4)由于理性思維是基于邏輯推理的思維方式,因此教師在設(shè)計問題時要注意前后問題之間的邏輯關(guān)系,脈絡(luò)要清晰等。
[Abstract]:Chemistry is an important tool to cultivate students' rational thinking. As an important part of chemistry teaching in senior high school, chemistry homework in senior high school should not only consolidate and improve, but also play a role in promoting students' rational thinking level. However, at present, the research on homework focuses on lightening the burden of students and designing layered homework, while the research on rational thinking is more focused on the design of classroom teaching. There are few studies on the combination of chemistry homework and students' rational thinking in senior high school, so this study is of great practical significance. In this study, the literature research method is used to define the important concepts such as "rational thinking", and the entry point of this research is determined. Through questionnaire survey, we can understand the difference of rational thinking level between practice class and control class, and then analyze the classroom homework and after-class homework of the students in practice class. Through the study, it is found that the senior high school chemistry homework, which can promote the development of students' rational thinking, has the following characteristics: (1) students are required to be able to reason logically based on evidence, (2) qualitative and quantitative combination is required, and (2) the combination of qualitative and quantitative reasoning is required. (3) it is necessary to think about the problem from the angle of mutual connection and transformation between macro and micro; (4) it is required that the problem should highlight the relationship between things and cultivate the continuity and integrity of students' thinking through problem solving. According to the above characteristics of homework, the following teaching suggestions are put forward: (1) rational thinking is the activity of human brain. In order to make it explicit, teachers should let students express their views as much as possible when designing classroom activities. And guide students to gradually learn to use the correct rational thinking mode and expression method to carry on logical reasoning. (2) in order to promote the students' rational thinking level, For the problem design of quantitative analysis, students should write out detailed logical reasoning and proof process. (3) rational thinking is formed by students, but needs the help and guidance of teachers. In particular, molecules, atoms and other micro levels are very abstract, so teachers should help students understand the problem from a macro and micro point of view when designing activities. Good at using symbolic representation. (4) because rational thinking is based on logical reasoning, teachers should pay attention to the logical relationship between the problems before and after, the context should be clear and so on.
【學(xué)位授予單位】：南京師范大學(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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