问题驱动下合作学习模式在高中化学复习课中的构建与实践

发布时间：2018-03-17 20:02

本文选题：问题驱动　切入点：合作学习　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新一轮课改,要求将学生的学习方式由竞争转变到合作。而在传统教育的化学复习课中,教师着重于知识的总结、讲授,学生则在题海中忙碌,这种模式忽略了学生知识体系的建构,同时也忽略了学生的能力与情感等发面的发展。在新形势下,要改变以教师、课本、课堂为中心的局面,并强调学生学习的主体地位、发挥学生学习的主动性。合作学习作为国内外广泛使用的教学模式,已得到大量的研究实践。问题驱动和合作学习两种学习模式结合已在高中其他学科得到应用与实践,本文研究适用于高中化学复习课的问题驱动下合作学习模式。力求通过这样的模式,能促进学生在认知、情感、能力等方面发展。本文研究了高中化学单元复习课中进行问题驱动下的合作学习模式并进行了实践及探讨了其实践效果。旨在查阅文献、界定概念等基础上,在实践学校的化学单元复习课实践了问题驱动下合作学习模式。在实践过程中,首先,教师设置问题情境;其次,安排学生对问题的情境进行深入理解和剖析,同时,教师对学生加以针对性的引导;最后,学生以异质小组形式解决问题。通过对教师及学生的访谈、对学生在小组活动中的参与程度的观察以及两次的检测结果分析得出这样的结论:问题驱动下的合作学习,可以转变学生学习的动机、激发学生学习的兴趣、同时也使师生及生生之间的关系更加和谐、融洽,同时实践中发现了问题如学生的不积极准备等问题并提出了解决的策略。
[Abstract]:The new round of curriculum reform requires that students' learning style be changed from competition to cooperation. In the chemistry review class of traditional education, teachers focus on the summary of knowledge, teaching, and students are busy in the topic sea. This model ignores the construction of students' knowledge system and the development of students' abilities and emotions. Under the new situation, the situation of teachers, textbooks and classrooms should be changed, and the main position of students' learning should be emphasized. As a widely used teaching mode at home and abroad, cooperative learning has been widely studied and practiced. The combination of problem-driven learning and cooperative learning has been applied and practiced in other subjects in senior high school. This paper studies the problem-driven cooperative learning model for senior high school chemistry review classes. Through this model, we can promote students' cognition and emotion. This paper studies the problem-driven cooperative learning model in the chemistry unit review class of senior high school, and discusses its practical effect, which aims at consulting the literature, defining the concept, and so on. In the chemistry unit review class of practice school, the cooperative learning model driven by problems is put into practice. In the process of practice, first, teachers set up problem situations; secondly, students are arranged to deeply understand and analyze the situation of the problem, and at the same time, Finally, students solve problems in heterogeneous groups. Through interviews with teachers and students, Based on the observation of students' participation in group activities and the analysis of the results of two tests, it is concluded that problem-driven cooperative learning can change students' motivation and stimulate students' interest in learning. At the same time, it also makes the relationship between teachers and students more harmonious and harmonious. At the same time, the problems such as students' inactive preparation are found in practice and the strategies to solve them are put forward.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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