问题教学法在高中化学概念教学中的应用研究

发布时间：2018-06-02 21:12

本文选题：问题教学法 + 概念教学　；参考：《华中师范大学》2015年硕士论文

【摘要】：20世纪60年代中期,原苏联教育家和心理学家形成了自成体系的、具有较强创新性的问题教学法理论,将问题教学法从经验水平上升到理论水平。问题教学法是一种既能使学生有效掌握知识,又能提高学生探究、质疑等能力,还可以锻炼学生逻辑、创新等思维能力的有效的教学方法。此方法因为将知识以问题的形式呈现出来,引导学生从该教学环节中提取有效信息,因此让学生通过解决问题来获取知识和认识世界,促进学生的全面发展。由此一来,学生获取的不仅仅是知识本身,也获取了持续的学习能力,真正地融入到了现代素质教育的全新教学理念中。因此,研究问题教学法具有十分重要的意义。本研究丰富了问题教学法的理论内涵,将其定义为“教师在课程实施的过程中,通过创设问题情境,引导学生通过自主、合作、探究等方法来发现问题和试图解决问题,使学生不仅学会基础知识也落实了三维目标”的一种教学方法。另外,本研究也细化了问题教学法的构成要素即：问题情境、教师、学生,并将问题教学法分为直接式问题教学和间接式问题教学,同时对两类教学也分别进行了更系统的划分。高中的化学概念是高中化学知识构架的根基,在中学化学教学中占有非常重要的地位,一直以来都是教学的重难点。高中化学的学习思维较初中有所变化,要想使学生形成新的认识结构,必须从高中化学概念入手。化学概念的学习除了有益于其他知识点的学习和构建高中化学学习思维,它同时也可以加深学生对客观事实的理解,提高学生的逻辑思维能力和探究能力。本研究首先将高中化学概念进行了定义,然后将其分为了“实验术语”概念、“物质计量”概念、“反应原理”概念、“反应类型”概念、“物质组成”概念、“物质结构”概念、“物质性质”概念七大类,并对每类概念进行了简要的特点分析并提供了基于问题教学法的教学建议。因此,本研究将问题教学法应用于高中化学概念教学中,并运用问题教学法设计了不同类型化学概念的教学案例。这些案例用问题教学法完善了概念建构的思维环节。然后,将这些概念教学案例应用于实际当中进行实验,实验结果显示问题教学法对概念教学是有用的。最后,作者反思了研究的不足,并思考了进一步的研究万同。
[Abstract]:In the middle of 1960s, educators and psychologists in the former Soviet Union formed their own theory of problem teaching method with strong innovation, which raised the problem teaching method from the level of experience to the level of theory. Question teaching method is an effective teaching method which not only enables students to master knowledge effectively, but also can improve students' ability of inquiry and query, and can also exercise students' thinking ability such as logic and innovation. In this method, knowledge is presented in the form of a problem, leading students to extract effective information from the teaching link, so that students can acquire knowledge and understand the world through problem-solving, and promote the all-round development of students. Thus, what students acquire is not only knowledge itself, but also the ability of continuous learning, which is really integrated into the new teaching idea of modern quality education. Therefore, it is of great significance to study the problem teaching method. This study enriches the theoretical connotation of problem-teaching method, and defines it as "in the course of curriculum implementation, teachers create problem situations, guide students to find problems and try to solve problems by means of autonomy, cooperation, inquiry, etc." A teaching method that enables students to learn not only basic knowledge but also three-dimensional goals. In addition, this study also refines the elements of problem teaching, that is, problem situation, teachers and students, and divides the problem teaching method into direct problem teaching and indirect problem teaching. At the same time, the two types of teaching are also divided more systematically. High school chemistry concept is the foundation of high school chemistry knowledge structure, occupies the very important position in the middle school chemistry teaching, has always been the important and difficult point of the high school chemistry teaching. The learning thinking of chemistry in senior high school is different from that in junior high school. In order to make students form a new understanding structure, we must start with the concept of chemistry in senior high school. The study of chemistry concept is not only beneficial to the study of other knowledge points and the construction of high school chemistry learning thinking, but also can deepen students' understanding of objective facts and improve students' logical thinking ability and inquiry ability. In this study, the concept of high school chemistry is first defined, then divided into the concepts of "experimental terminology", "metrology of matter", "principle of reaction", "type of reaction", "substance composition". The concept of "material structure" and "material property" are divided into seven categories. The characteristics of each concept are analyzed and some teaching suggestions based on problem-based teaching method are provided. Therefore, this study applies the question teaching method to the chemistry concept teaching in senior high school, and designs the teaching cases of different types of chemistry concepts by using the question teaching method. These cases use problem teaching method to perfect the thinking link of concept construction. Then, these concept teaching cases are applied in practice. The experimental results show that the problem teaching method is useful to the concept teaching. Finally, the author reflects on the shortcomings of the research and further studies.
【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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