新人教版《化学反应原理》的难点分析及教学策略研究
发布时间：2018-07-29 19:15
【摘要】：新人教版高中化学教材编排体现了知识的多视角呈现和螺旋式上升的思想,对于不同模块的知识,编者都想达到更好的教学效果,但是对于新人教版《化学反应原理》这一模块知识学生学习起来困难较大。新人教版《化学反应原理》是贵州省理科学生高考必考的模块,该书分为四章,分别是:“化学反应与能量”、“化学反应速率和化学平衡”、“溶液中的离子平衡”、“电化学基础”。与老教材相比增加了碰撞理论、焓变、熵变、电离度、平衡常数、吉布斯自由能变、沉淀溶解平衡、溶度积等大学无机化学知识,是老师难教,学生难学的模块。难点知识可能会是学生学习的分化点,因此处理好新人教版《化学反应原理》的教学难点,不仅能提高学生的学习兴趣,还能优化课堂教学,针对不同的难点知识采用不同的教学策略,对培养学生的化学思维能力,创新能力,开发学生智力等方面都有重要作用。本研究是想寻求解决新人教版《化学反应原理》教学难点的一些方法,以达到优化课堂教学效果,降低学生学习难度,提高学生学习化学兴趣和成绩的目的。本研究在相关教学理论与教学实践相结合的基础上,以贵州省兴仁县第一中学高二理科班中的两个班(1个对照班和1个实验班)作为研究对象,以文献法、问卷调查法、比较法、数据统计法和教育实验法为研究方法。采用对学号等距抽样的方法对高三300名学生进行新人教版《化学反应原理》学习难点的问卷调查并统计、分析造成教学难点的成因,结合教学实践提出相应的教学策略在教学实践中加以检验。通过新人教版《化学反应原理》学习教学难点的问卷调查分析可得出造成高中学生学习难点的原因如下:第一,新教材本身给学生学习带来的难度。如:新人教版《化学反应原理》知识点过于集中;内容抽象,理论性强。第二,学生自身原因形成的难度。如:缺乏学习动机;学习方法不当;投入的学习时间和精力不够。第三,学习知识容易,考试题难。第四,教师人为造成的难度。这些原因导致学生在学习时对相关知识理解不深刻,记忆不准确,从而形成教学难点。针对新人教版《化学反应原理》的难点知识,提出以下教学策略:调整课本章节顺序;化学实验与多媒体联合教学的策略;精选例题,归纳解题策略;借助其它学科,构建模型;通过定量计算,强化学生认知;作业设计的形式多样化;课后及时与学生交流;构建知识网络,促进知识记忆。通过为期4个月的教学实践检验,实验班在化学成绩和化学学习的兴趣方面都明显高于对照班,说明提出的教学策略对提高学生的学习成绩和化学学习的兴趣确实有一定的帮助,但是也有一定的不足,需要不断的实践来进一步完善。
[Abstract]:The layout of high school chemistry textbooks in the new edition embodies the idea of multi-angle presentation and spiral rise of knowledge. For different modules of knowledge, editors want to achieve better teaching results. But for the new version of Chemical reaction principles, this module is difficult for students to learn. "Chemical reaction principle" is a module of college entrance examination for science students in Guizhou Province. The book is divided into four chapters: "Chemical reaction and Energy", "Chemical reaction rate and Chemical equilibrium", "Ion equilibrium in solution." The basis of Electrochemistry. Compared with the old textbooks, it is difficult for teachers to teach and students to learn inorganic chemistry knowledge such as collision theory, enthalpy change, entropy change, ionization degree, equilibrium constant, Gibbs free energy change, precipitation dissolution equilibrium, solubility product and so on. The difficult knowledge may be the dividing point of the students' study. Therefore, to deal with the difficulties in the teaching of "Chemical reaction principle" in the New Student Education Edition can not only enhance the students' interest in learning, but also optimize the classroom teaching. Adopting different teaching strategies for different difficult knowledge plays an important role in cultivating students' chemical thinking ability, innovation ability, and developing students' intelligence. The purpose of this study is to find some methods to solve the difficulties in the teaching of "Chemical reaction principle", so as to optimize the classroom teaching effect, reduce the students' learning difficulty, and improve the students' interest and achievement in chemistry learning. On the basis of the combination of relevant teaching theory and teaching practice, this study takes two classes (1 control class and 1 experimental class) in the first Middle School of Xingren County, Guizhou Province, as the research objects, and takes the literature method and the questionnaire method as the research objects. The comparative method, the data statistics method and the educational experiment method are the research methods. By using the method of isometric sampling of student number, 300 students of senior high school were investigated and analyzed the causes of the difficulties caused by the difficulties in the study of "Chemical reaction principle" in New students' Education Edition. Combined with teaching practice, this paper puts forward corresponding teaching strategies to be tested in teaching practice. Based on the questionnaire survey of the difficulties in chemical reaction teaching, the reasons for the difficulties in senior high school students' study are as follows: first, the difficulty brought by the new textbook itself to the students. For example: the new version of the chemical reaction principle of knowledge is too concentrated; abstract content, strong theoretical. Second, the difficulty of forming students' own reasons. For example: lack of learning motivation; inappropriate learning methods; invested in learning time and energy is not enough. Third, it is easy to learn knowledge and difficult to test questions. Fourth, the difficulty caused by teachers. These reasons lead to the students' understanding of relevant knowledge is not deep and the memory is not accurate, thus forming the teaching difficulty. In view of the difficult knowledge of "Chemical reaction principle" in the new edition, the following teaching strategies are put forward: adjusting the sequence of chapters in textbooks; the strategy of combining chemistry experiment with multimedia teaching; selecting examples, summarizing the strategy of solving problems; using the help of other subjects, Construct model; strengthen students' cognition through quantitative calculation; diversify the form of homework design; communicate with students in time after class; construct knowledge network to promote knowledge memory. After four months of teaching practice, the experimental class was significantly higher than the control class in chemistry scores and interest in chemistry learning. It is shown that the proposed teaching strategy is helpful to improve students' academic achievement and interest in chemistry learning, but it also has some shortcomings and needs to be further improved through continuous practice.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2153718
[Abstract]:The layout of high school chemistry textbooks in the new edition embodies the idea of multi-angle presentation and spiral rise of knowledge. For different modules of knowledge, editors want to achieve better teaching results. But for the new version of Chemical reaction principles, this module is difficult for students to learn. "Chemical reaction principle" is a module of college entrance examination for science students in Guizhou Province. The book is divided into four chapters: "Chemical reaction and Energy", "Chemical reaction rate and Chemical equilibrium", "Ion equilibrium in solution." The basis of Electrochemistry. Compared with the old textbooks, it is difficult for teachers to teach and students to learn inorganic chemistry knowledge such as collision theory, enthalpy change, entropy change, ionization degree, equilibrium constant, Gibbs free energy change, precipitation dissolution equilibrium, solubility product and so on. The difficult knowledge may be the dividing point of the students' study. Therefore, to deal with the difficulties in the teaching of "Chemical reaction principle" in the New Student Education Edition can not only enhance the students' interest in learning, but also optimize the classroom teaching. Adopting different teaching strategies for different difficult knowledge plays an important role in cultivating students' chemical thinking ability, innovation ability, and developing students' intelligence. The purpose of this study is to find some methods to solve the difficulties in the teaching of "Chemical reaction principle", so as to optimize the classroom teaching effect, reduce the students' learning difficulty, and improve the students' interest and achievement in chemistry learning. On the basis of the combination of relevant teaching theory and teaching practice, this study takes two classes (1 control class and 1 experimental class) in the first Middle School of Xingren County, Guizhou Province, as the research objects, and takes the literature method and the questionnaire method as the research objects. The comparative method, the data statistics method and the educational experiment method are the research methods. By using the method of isometric sampling of student number, 300 students of senior high school were investigated and analyzed the causes of the difficulties caused by the difficulties in the study of "Chemical reaction principle" in New students' Education Edition. Combined with teaching practice, this paper puts forward corresponding teaching strategies to be tested in teaching practice. Based on the questionnaire survey of the difficulties in chemical reaction teaching, the reasons for the difficulties in senior high school students' study are as follows: first, the difficulty brought by the new textbook itself to the students. For example: the new version of the chemical reaction principle of knowledge is too concentrated; abstract content, strong theoretical. Second, the difficulty of forming students' own reasons. For example: lack of learning motivation; inappropriate learning methods; invested in learning time and energy is not enough. Third, it is easy to learn knowledge and difficult to test questions. Fourth, the difficulty caused by teachers. These reasons lead to the students' understanding of relevant knowledge is not deep and the memory is not accurate, thus forming the teaching difficulty. In view of the difficult knowledge of "Chemical reaction principle" in the new edition, the following teaching strategies are put forward: adjusting the sequence of chapters in textbooks; the strategy of combining chemistry experiment with multimedia teaching; selecting examples, summarizing the strategy of solving problems; using the help of other subjects, Construct model; strengthen students' cognition through quantitative calculation; diversify the form of homework design; communicate with students in time after class; construct knowledge network to promote knowledge memory. After four months of teaching practice, the experimental class was significantly higher than the control class in chemistry scores and interest in chemistry learning. It is shown that the proposed teaching strategy is helpful to improve students' academic achievement and interest in chemistry learning, but it also has some shortcomings and needs to be further improved through continuous practice.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
【参考文献】
相关期刊论文 前4条
1 徐永香 ,宋厚俊;中学数学教学难点的成因及其教学对策[J];中学数学杂志;2005年06期
2 万雁国;;等效平衡问题的难点分析和教学题组设计[J];中学化学教学参考;2014年15期
3 杨白文;;“数据”是化学问题的基石[J];中学化学教学参考;2014年19期
4 毛邦庭;;用“三三式”流程提升备课效能刍议[J];中学化学教学参考;2013年12期
相关硕士学位论文 前1条
1 林韵琳;新课程高中化学教学难点分析及对策研究[D];福建师范大学;2008年
，本文编号：2153718
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2153718.html
