小组合作学习模式在初中化学“氧气”教学中的实践探究

发布时间：2018-04-09 23:13

本文选题：初中化学　切入点：小组合作学习　出处：《内蒙古师范大学》2015年硕士论文

【摘要】：小组合作学习是一种便于贯彻“以学生为主体,教师为主导”教学思想并有利于发挥学生自主性学习的教学方式。实践证明,以班级为单位设计和组织的小组合作学习能有效地提高学生的课堂学习效率、增加学生的学习兴趣、拓展学生的思维、培养学生的合作精神。更重要的意义还在于,我国对未来人才资源的素质要求中也突显合作精神的重要性,而传统教学模式中在有意识培养学生的合作精神方面明显不足。鉴于此,在充分理解新课标的基础上,教学中选择适当的教学内容实施小组合作学习方法,从理论上和教学实践中认真的给予探索,是新课改诸多研究课题中的一个重要的部分。本论文《小组合作学习模式在初中化学“氧气”教学中的实践探究》,正是对这一方法在教学中的应用进行的尝试,文中重点研究了小组合作学习在初中化学“氧气”教学中的实践情况,通过实践案例设计、实施、评价分析考察了实施合作学习的可行性、必要性及教学效果,根据所选内容来构建合作学习的模式,通过实践探究得到了以下结论:1.小组合作学习模式有利于提高学生学习化学的兴趣。通过在“氧气”教学中实施小组合作学习的实践结果表明,学生能够积极参与课堂活动,踊跃发言、主动思考、积极讨论;化学实验过程中的现象变化和小组内协作解决问题及师生互动交流极大地调动了每位学生的参与热情和求知欲望。2.小组合作学习模式有利于提高学生的学习效率。通过对比实验班与对照班的课堂学习情况,发现实验班的学生在合作学习的课堂上理解问题更深刻,在相对较短的时间内就能较好的完成学习任务。一些较难的知识通过合作小组的共同探讨,能得到较好的解决,相比之下,学生接受相同的知识效率更高。通过对比两个班级实践前后的化学成绩,表明合作学习的方式能够提高学生接受知识的效率。3.小组合作学习模式有利于提高学生的动手能力。通过在“氧气”一章教学中实施小组合作学习,原来的学生观察活动通过设计变为学生的小组合作探究实验,一部分简单实验变为学生小组自主设计实验,实践教学结果表明,学生的动手能力明显增强,在后续实验中学生的操作速度明显增快,实验的效率也相应的提高。4.小组合作学习模式有利于培养学生的合作意识、提高协作能力。选择“氧气”一章内容采取小组合作学习模式教学的初步尝试表明,学生在实践课程学习任务的同时,在教师的指导下,能够逐渐习惯互相配合,协同攻关的团队工作方式,这是《义务教育化学课程标准》中所要求达到的目标。小组合作学习方式有利于活跃课堂气氛、增加学生的学习兴趣、提高学生的动手能力和学习效率、培养学生的合作意识和协作能力,适合在初中的课堂上进行应用。
[Abstract]:Group cooperative learning is a kind of teaching method which is convenient to carry out the teaching thought of "student-oriented, teacher-oriented" and to give full play to students' autonomous learning.Practice has proved that the group cooperative learning designed and organized by class can effectively improve students' classroom learning efficiency, increase students' interest in learning, expand students' thinking and cultivate students' spirit of cooperation.The more important significance is that the importance of the spirit of cooperation is also highlighted in the quality requirements of our country's future talent resources, while the traditional teaching mode is obviously insufficient in cultivating students' spirit of cooperation consciously.In view of this, on the basis of fully understanding the new curriculum standard, choosing the appropriate teaching content to implement the cooperative group learning method in teaching, and conscientiously exploring in theory and teaching practice,It is an important part of many research topics in the new curriculum reform.In this paper, the practice of "oxygen" teaching in junior high school chemistry is discussed, which is an attempt to apply this method in the teaching.This paper focuses on the practice of group cooperative learning in the teaching of oxygen in junior high school chemistry. The feasibility, necessity and teaching effect of cooperative learning are investigated through practical case design, implementation, evaluation and analysis.According to the selected content to build a cooperative learning model, through practical exploration, we get the following conclusion: 1.Group cooperative learning model is helpful to enhance students' interest in chemistry learning.Through the practice of group cooperative learning in "oxygen" teaching, the results show that students can actively participate in classroom activities, speak enthusiastically, think actively and discuss actively;The change of phenomena in chemistry experiment, the cooperation of solving problems in groups and the interaction between teachers and students have greatly mobilized the enthusiasm and desire for knowledge of each student.Group cooperative learning model is helpful to improve students' learning efficiency.By comparing the classroom learning situation between the experimental class and the control class, it is found that the students in the experimental class have more profound understanding problems in the cooperative learning class, and can better complete their learning tasks in a relatively short time.Some of the more difficult knowledge can be solved better through the joint discussion of the cooperative group, in contrast, the students accept the same knowledge is more efficient.By comparing the chemical scores of the two classes before and after practice, it is shown that the cooperative learning method can improve the efficiency of students' acceptance of knowledge.Group cooperative learning model is helpful to improve students' practical ability.Through the implementation of group cooperative learning in the teaching of "oxygen", the original student observation activity is transformed into a group cooperative inquiry experiment by design, and a part of simple experiment is turned into a student group independent design experiment. The result of practical teaching shows that,The students' practical ability is obviously enhanced, the operation speed of the middle school students in the follow-up experiment is increased obviously, and the efficiency of the experiment is also improved by .4.Group cooperative learning model is helpful to cultivate students' cooperative consciousness and improve their cooperative ability.The primary attempt of choosing the "oxygen" chapter to adopt group cooperative learning mode teaching shows that, while learning tasks in practical courses and under the guidance of teachers, students can gradually become accustomed to the team work mode of cooperating with each other and tackling key problems in cooperation.This is the compulsory education chemistry curriculum standard required to achieve the goal.Group cooperative learning is beneficial to enlivening classroom atmosphere, increasing students' interest in learning, improving students' practical ability and learning efficiency, and cultivating students' cooperative and cooperative ability, which is suitable for application in junior middle school classroom.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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