“掌握学习”教学理论在初三化学教学中的应用研究

发布时间：2017-12-26 20:31

本文关键词：“掌握学习”教学理论在初三化学教学中的应用研究　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在我国,以学生为本的基础教育新课程改革正如火如荼地进行,怎样大面积提高学生的成绩,提高学生终身学习的能力是研究的热点。在这种形式下,布鲁姆的“掌握学习”教学理论重新受到关注和研究。“掌握学习”强调分层教学、因材施教,注重教学的及时反馈和矫正,强调绝大部分学生都能掌握学习,因此,它是一种能够全面提高教育教学质量的重要措施。本文研究如何将布鲁姆“掌握学习”教学理论更好地应用于初三化学教学,尤其是探讨其中的核心环节——反馈与矫正在提高初三学生化学成绩上的作用。通过在娄底市新化县一所农村中学——科头中学以及长沙市一所城市中学——湖南师大附中高新实验中学进行问卷调查,了解初三学生化学学习的现状,然后在湖南师大附中高新实验中学分别选取两个平行班级(其中一个班为实验班,另一个班为对照班)。针对某些教学单元进行课堂和课后的教学实践,然后利用自编的诊断性检测试题、掌握学习模式教案、形成性检测试题、矫正性材料、培优性材料等,在真实的课堂教学和正常的教学秩序下进行实证研究,以探究“掌握学习”教学理论在初三化学教学应用上的适用性和存在的问题,验证其反馈矫正环节在减少化学学困生、提高初三化学教学质量的作用。实验后进行后测和实施效果问卷调查,并采用SPSS11.5数据统计软件,结果表明:“掌握学习”教学理论以及其核心环节——反馈矫正适合于初三化学教学;能提高学生的化学成绩;提高学生学习化学的积极性和自我效能感;让师生之间、生生之间的关系更融洽。论文针对在实施过程中存在的一些问题:不能很好地兼顾优秀生的发展,提出了培优性活动;所需课时比平常增多,提出了利用学生的晚自习以及在家进行自主学习;掌握性学习材料编写困难,提出了利用相同学科教师的分工合作。
[Abstract]:In China, the new curriculum reform of student based education is in full swing. How to improve students' performance and improve their lifelong learning ability is a hot topic. In this form, Bloom's "Mastery Learning" teaching theory has been paid more attention and studied. "Mastery Learning" emphasizes layering teaching, teaching students in accordance with their aptitude, paying attention to timely feedback and correction of teaching, emphasizing that most students can master learning. Therefore, it is an important measure to improve the quality of education and teaching in an all-round way. This paper studies how to apply Bloom's mastery learning theory to chemistry teaching in junior three, especially the core link -- feedback and correction in improving junior middle school students' chemistry scores. In Xinhua County of Loudi City, a rural middle school -- a city department head and middle school Changsha middle school -- a survey of Hunan Normal University high school high grade students understand the status of experimental high school, chemistry learning, and then in Hunan Normal University Affiliated High experimental middle school respectively selected two parallel classes (one class is the experimental class. Another class is the control class). The classroom and after-school teaching practice for some teaching units, and then use the self diagnostic tests, master learning plans, formative tests, corrective training materials, superior materials, empirical research in real classroom teaching and normal teaching order, to explore the "Mastery Learning" teaching theory in Junior Chemistry Teaching Application of the applicability and the existing problems, to verify the feedback link in the reduction of chemical students and improve the teaching quality of junior chemistry. After the post test and the effect of the implementation of the questionnaire survey, and using SPSS11.5 statistical software, the results show that the "Mastery Learning" teaching theory as well as its core part -- the feedback suitable for chemical teaching of junior high school; can improve student's chemistry scores; improve students enthusiasm in learning chemistry and self-efficacy; let the teachers and students the relationship between students more harmonious. Aiming at some problems exist in the implementation process: not well balanced development of the excellent students, and put forward optimization activities; the number of required hours than usual increase, proposed the use of the evening and self-study at home; Master of learning materials hard to write, put forward by the same teachers' cooperation.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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