高中化学三重表征教学模式的实践研究

发布时间：2018-07-09 17:13

本文选题：宏观-微观-符号 + 三重表征　；参考：《广西师范大学》2015年硕士论文

【摘要】：化学三重表征学习理论自提出以来经过30多年的发展已逐渐成为极具有影响力创造性的教育思想之一。国内研究者在这方面的研究也日渐深入,内容日益丰富,并逐渐发展成为一个完整的理论和实践体系,以便更好地指导广大教育工作者的工作。但据文献研究表明,大多数研究主要是围绕三重表征转换能力和三重表征思维方式的形成两方面,并没有关于构建三重表征教学模式的系统研究,因此我们展开了“高中化学三重表征教学模式的实践研究。本课题在国内外研究者对三重表征相关研究发展的基础上,以三重表征学习理论、建构主义理论、多元智力理论为理论支柱,在新课改和新课标指导下,初步建构出“化学三重表征教学模式”。然后结合化学学科特点,分析出该教学模式具有：学生学习的参与性和主动性、知识描述的多重性与全面性、能力提升的逐渐性及综合性的特征；明确了该教学模式的基本教学程序：回顾表征内容→呈现知识情境→宏观概括→微观分析→符号表达→整合提升；探讨了该教学模式的教学策略：注重强化意识、灵活运用教学方式、建立表征体系。基于以上理论构想,我们在桂林市某中学高中一年级高(7)班对此教学模式开展了具体的实证研究,以2012年新人教版高中必修1的内容为载体,把该教学模式应用于元素化合物、概念性知识等的具体教学,并结合实例详细分析模式的运用情况。实践研究后问卷调查、化学学科测试、学生访谈三方面收集实证研究的数据对教学模式的应用进行分析评价。经过一个学期的教学实践研究得出以下几个主要结论：该模式的实施可以促进学生对化学三重表征学习理论的认识；该模式的实施有助于提高学生的多角度观察分析和解决问题的能力,从而提高学生的综合学习能力；该模式的实施有助于转变学生的学习方式；该模式的实施可以帮助教师灵活地使用教学策略,提高教师教学能力及教学效率。综上所述,我们所提出的高中化学三重表征教学模式,对提高学生的学习综合能力,培养学生切合化学学科的三重表征学习方式是有效的。本课题的研究虽然取得了一些肯定的效果,但由于本人作为一名实践经历较少的新老师,教学实践能力和研究能力均有限,再加上实践研究时间不长,本课题建构的化学三重表征教学模式还有待进一步发展和完善,研究结论还有待进一步检验。
[Abstract]:After more than 30 years' development, the theory of chemical triple representation learning has gradually become one of the most influential and creative educational thoughts. The domestic researchers' research in this field is also deepening day by day, the content is increasingly rich, and gradually developed into a complete theoretical and practical system, in order to better guide the work of the vast number of educators. However, according to literature studies, most of the studies focus on the transformation ability of triple representation and the formation of thinking mode of triple representation, and there is no systematic study on the construction of teaching mode of triple representation. Therefore, we have carried out a practical study on the teaching model of triple representation of high school chemistry. Based on the research and development of triple representation at home and abroad, this topic is based on the theory of triple representation learning theory, constructivism theory and multiple intelligence theory, under the guidance of the new curriculum reform and the new curriculum standard. The teaching mode of triple representation of chemistry was preliminarily constructed. Then combined with the characteristics of chemistry, the author analyzes the characteristics of this teaching model: the participation and initiative of students' learning, the multi-level and comprehensiveness of knowledge description, the gradual improvement of ability and the comprehensive character; This paper clarifies the basic teaching procedure of the teaching model: reviewing the presentation of the content of representation, presenting the knowledge situation, analyzing microscopically, integrating and improving the symbol expression, discussing the teaching strategy of the teaching model: paying attention to the strengthening of consciousness, Flexible use of teaching methods, the establishment of representation system. Based on the above theoretical conception, we carried out a concrete empirical study on this teaching model in the first grade (7) class of a middle school in Guilin City. We applied the teaching model to the elements and compounds, taking the content of the required high school course 1 of the new students' edition in 2012 as the carrier. The concrete teaching of conceptual knowledge, and combined with examples to analyze the application of the model in detail. The application of the teaching model is analyzed and evaluated by collecting the data of the empirical research from the three aspects of questionnaire survey, chemical subject test and student interview. The main conclusions are as follows: the implementation of this model can promote students' understanding of the theory of triple representation of chemistry; The implementation of this model is helpful to improve students' ability of multi-angle observation, analysis and problem-solving, and thus to improve students' comprehensive learning ability, and the implementation of this model can help to change students' learning style. The implementation of this model can help teachers to use teaching strategies flexibly and improve teachers' teaching ability and teaching efficiency. To sum up, the teaching model of triple representation in senior high school chemistry is effective in improving students' comprehensive learning ability and cultivating students' learning mode of triple representation suitable for chemistry subject. Although the research of this subject has achieved some positive results, as a new teacher with less practical experience, I have limited ability of teaching practice and research, and the time of practical research is not long. The teaching model of triple representation of chemistry still needs to be further developed and perfected, and the research conclusion needs to be further tested.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【参考文献】