实施新课程标准下初中化学“过程和方法”教学目标的实践研究

发布时间：2018-05-24 14:19

本文选题：过程与方法 + 化学教学　；参考：《杭州师范大学》2016年硕士论文

【摘要】：论文围绕化学新课标中的“过程与方法”目标展开,以施瓦布的科学探究思想、布鲁纳的认知发现理论、杜威的过程理论等为指导,运用文献研究法、问卷调查法、行动研究法等科学方法对“过程与方法”目标的实施进行了研究。本文主要包括七个部分：第一部分：在分析国内外研究进展和“过程与方法”目标的实施现状的基础上,提出了本课题研究的目的、意义,采用的方法及实施的具体步骤。第二部分：学习施瓦布的科学探究思想、布鲁纳的认知发现理论、杜威的过程理论,尽量理解他们理论的精髓,并将其与“过程与方法”目标相结合,形成了自己关于在实践中如何实现“过程与方法”目标的思想基础。第三部分：结合自己在实践教学中的一些体会,制定并进行了本市部分初中化学教师对“过程与方法”目标的理解与实施的调查分析。分析结果表明：大部分教师对“过程与方法”目标理解的较好,但也有少部分教师任然更加注重知识的记忆；大部分教师对“过程与方法”目标的实现方式在理论上掌握的也很好,但在真正的实现上存在很大的不足,教师们面临着很多的困难,如包括自身科学素养和探究能力存在欠缺,存在传授式教学的惯性思维,对“过程与方法”目标的理解不够深入等。第四部分：把实现“过程与方法”目标与课堂教学中的经验相结合,进行了初中化学教学案例的设计,并在课堂上进行了实施。第五部分：为了考查“过程与方法”目标的实现情况,制定并进行了所教两个班级学生秋季学期结束后化学素养的调查分析。分析结果表明：经过一学期的学习,学生具备了一定的化学素养。在情感态度上喜爱化学实验,有主动进入实验室的意愿；在对化学的核心概念与化学语言有了一定程度的了解；了解了一些生活中的化学现象；在给定的情境下,能做出与化学家类似的推理。但也存在着一定的不足。缺少主动探索的意识和所需技能；对于微观和宏观的图像还不够清晰；对生活中的化学还停留在记忆阶段,不能做到学以致用；对较复杂的仪器设备不能较好的分析。第六部分：为了考查“过程与方法”目标的实现情况,制定并进行了所教两个班级20名抽样学生秋季学期结束后探究能力的实验测试与评价。结果表明：大部分学生能够正确的操作仪器,但只有约三分之一的学生能指出为什么这样操作；在较深层次的探究能力考察中,只有两名同学能够独立设计探究实验并进行实施。这说明我们对学生探究能力的培养还有待加强。第七部分：教学反思。通过本次研究以及实际教学活动的开展,发现在“过程和方法目标”的实现上还有一定不足。在今后的教学中,要多关注化学学科的发展,适应化学学科的变化,寻求更有效果的课堂教学方法,注重学生能力的培养,努力提高学生的科学素养。
[Abstract]:Under the guidance of Schwab's theory of scientific inquiry, Bruner's theory of cognitive discovery and Dewey's theory of process, the paper uses the method of literature research and questionnaire survey. The action research method and other scientific methods have carried on the research to the implementation of the goal of "process and method". This paper mainly includes seven parts: the first part: on the basis of analyzing the research progress at home and abroad and the actualization status of the goal of "process and method", this paper puts forward the purpose, significance, method and concrete steps of this subject. Part two: learn Schwab's theory of scientific inquiry, Bruner's theory of cognitive discovery, Dewey's theory of process, try to understand the essence of their theory, and combine it with the goal of "process and method". It forms the ideological foundation of how to realize the goal of "process and method" in practice. The third part: combined with my own experience in practical teaching, the author makes and analyzes the understanding and implementation of the goal of "process and method" by some junior high school chemistry teachers in this city. The results show that most teachers have a good understanding of the goal of "process and method", but a few teachers still pay more attention to the memory of knowledge; Most teachers have a good understanding of the way to achieve the goal of "process and method" in theory, but there are a lot of shortcomings in the real realization, teachers are facing a lot of difficulties. Such as the lack of scientific literacy and inquiry ability, the inertia thinking of imparting teaching, the insufficient understanding of the goal of "process and method" and so on. The fourth part: combining the realization of the goal of "process and method" with the experience in classroom teaching, the author designs the case of chemistry teaching in junior high school, and implements it in the classroom. The fifth part: in order to check the realization of the goal of "process and method", the author made and analyzed the chemical literacy of the two classes after the end of the fall semester. The results show that: after one term of study, students have a certain degree of chemical literacy. Love chemistry experiment in emotional attitude, have the will to enter the laboratory voluntarily; have a certain degree of understanding of the core concept and chemical language of chemistry; know some of the chemical phenomena in life; in a given situation, Can make similar reasoning to chemists. But there are also some shortcomings. Lack of awareness and skills for active exploration; lack of clarity for microscopic and macro images; for chemistry in life is still in the memory stage, unable to be learned for practical use; and for more complex instruments and equipment can not be well analyzed. The sixth part: in order to examine the realization of the goal of "process and method", the experiment test and evaluation of the inquiry ability of 20 sample students in two classes after the end of the autumn semester were made and carried out. The results show that most students are able to operate the instrument correctly, but only about 1/3 students can point out why to do so. Only two students can independently design and carry out inquiry experiments. This shows that we need to strengthen the cultivation of students' inquiry ability. The seventh part: teaching reflection. Through this research and the actual teaching activities, it is found that there are some deficiencies in the realization of "process and method goal". In the future teaching, we should pay more attention to the development of chemistry, adapt to the changes of chemistry, seek more effective classroom teaching methods, pay attention to the cultivation of students' ability, and strive to improve students' scientific literacy.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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