思维导图在初高中化学元素化合物知识点教学衔接的应用研究

发布时间：2018-01-16 20:31

本文关键词：思维导图在初高中化学元素化合物知识点教学衔接的应用研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着新课程标准的实施,初中化学越加突显其启蒙性的基础教学,需要学生认识身边的物质并了解其规律,而高中化学偏向更多的关注知识的内在逻辑关系,培养学生的探究能力,要求也更加多样化。初中化学与高中化学的教学是不可分割的,为解决教学中的断层现象,很多化学工作者做了大量的研究。本文就是从元素化合物这一模块对初中与高中化学的教学衔接进行研究的。元素化合物知识繁杂琐碎,概念易混淆,而且化学规律在使用时特例较为明显,不具有明显的普适性。给学生的感觉就是“半文半理”,容易落入死记硬背的死循环中去,尤其是初高中衔接点明显的地方,学生甚至于停留于初中的理解而忽视高中化学知识的内在联系和潜在规律。为了能在教学中培养学生的自主学习能力和发散思维的能力,本文主要研究了思维导图在教学衔接中的应用。让学生能够通过思维导图的绘制,独立自主的建立起知识的内在关系,形成基本的元素化合物知识框架体系。论文由六章构成：第1章绪论为问题背景。第2章文献综述,分析了初高中衔接教学在元素化合物方面的研究现状和思维导图应用于衔接教学的研究现状。第3章阐述思维导图含义、特点和绘制。第4章是研究的内容、方法和思路,先分析出初高中化学衔接点以及体现形式,并用思维导图加以呈现,以达到旧知引新知,并进行知识体系的目的。第5章是教学实践研究,通过具体案例,探讨思维导图在初中化学与高中化学教学上进行衔接的应用优点。第6章是结论与展望,总结研究中的得与失。总之,论文初步探讨和研究了思维导图在初中化学与高中化学教学衔接上的应用,尤其在思维导图应用于元素化合物知识点的教学衔接方面提出了一些建议和参考。
[Abstract]:With the implementation of the new curriculum standards, junior high school chemistry more and more highlights its enlightening basic teaching, requires students to understand the material around and understand its laws, while high school chemistry tends to pay more attention to the inherent logical relationship of knowledge. To cultivate students' inquiry ability, the requirements are more diversified. Junior high school chemistry and senior high school chemistry teaching is inseparable, in order to solve the fault phenomenon in teaching. Many chemical workers have done a lot of research. This paper is from the element compound module to the junior middle school and senior high school chemistry teaching link to study. Element compound knowledge complex trivial, the concept is easy to be confused. And the chemical law in the use of the special case is more obvious, not obvious universality. To the students feel is "semi-literary", easy to fall into the rote death cycle. Especially where the middle and high school connection points are obvious. Students even stay in the understanding of junior high school and ignore the inherent relationship and potential law of high school chemistry knowledge in order to cultivate students' autonomous learning ability and divergent thinking ability in teaching. This paper mainly studies the application of thinking map in teaching cohesion, so that students can independently establish the inherent relationship of knowledge through the drawing of thinking map. The paper is composed of six chapters: chapter 1 is the background of the problem. Chapter 2 is a literature review. This paper analyzes the present situation of the research on elements and compounds in middle and high school cohesion teaching and the research status of the application of thinking map in cohesion teaching. Chapter 3 expounds the meaning, characteristics and drawing of thinking map. Chapter 4 is the content of the study. Methods and ideas, the first analysis of the middle and high school chemistry points and the embodiment of the form, and the thinking map to be presented, in order to achieve the purpose of the old knowledge and new knowledge, and knowledge system. Chapter 5 is teaching practice research. Through specific cases, this paper discusses the application advantages of thinking mapping in junior high school chemistry and senior high school chemistry teaching. Chapter 6 is the conclusion and prospect, summing up the gains and losses in the research. This paper preliminarily discusses and studies the application of thinking map in chemistry teaching in junior middle school and chemistry teaching in senior high school, especially puts forward some suggestions and references in the application of thinking mapping to the teaching cohesion of knowledge points of elements and compounds.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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