指向化学三维目标的问题解决教学模型的构建研究

发布时间：2018-09-17 07:21

【摘要】：为适应新时代对人才的要求,2003年新颁布的《普通高中课程标准(实验)》中明确提出了新的化学课程目标体系,分别从“知识与技能”、“过程与方法”、“情感态度与价值观”三个维度进行阐述。自新课程改革以来,各地区学校逐步践行新课程理念,然而在实际教学中三维目标并没有得到全面的落实。化学教学依旧受到应试教育和教师传统观念的影响,大多只重视学生的学业成绩,对学生能力培养和情感体验方面并不重视。这就导致化学三维目标在教学中出现严重失衡的现象,仅仅是“知识与技能”方面得到了良好的发展,其他方面得不到落实。因此本文想探索一种教学模式,试图通过这种教学模式的教学能很好地落实三维目标。在相关教学模式的学习和研究中,我们发现问题解决过程中能全面渗透着三维目标的各项内容。于是我们提出构建问题解决教学模型来促进化学三维目标的研究课题。在查阅和分析了国内外关于问题解决和三维目标教学策略的研究的基础上,以信息加工理论、建构主义理论和PBL教学理论为主要理论基础,结合文献资料分析和专家的意见,编制调查问卷,对滁州三个中学352名高一学生进行问卷调查。收集并分析数据,结合理论基础,构建问题解决教学模型流程图,概括出该教学模型的基本特点：以三维目标为指导,促进学生全面发展；以问题解决为中心,整合三维目标；以学生活动为线索,注重方法和情感获得；以情感体验为动力,激发学生学习的积极性,并且提出了实施该教学模型的一般策略：创设问题情境,激发学生参与解决问题；发挥教师主导作用,保障问题解决有效进行；引导学生反思,强化发挥问题解决教学功效。基于上述的理论构想,我们在滁州中学高一(15)班进行了问题解决教学模型的教学实践研究,意在探索该模型对三维目标的落实的影响。以2004年人教版高一化学必修1的学习内容为载体,实施了前面提出的问题解决教学模型,并结合具体案例阐述了具体的操作方法。实证研究结束后,我们从期末成绩和化学三维目标落实情况调查问卷中收集事实证据,对本文提出的化学问题解决教学模型进行客观评价。结果表明：本文提出的问题解决教学模型可以提高学生的化学成绩；学生在反思中总结和完善学习方法和提高课堂效率；学生经历问题解决过程,有利于体验科学探究过程、获得问题解决的方法策略、形成严谨科研精神和正确的价值观；丰富的问题情境和生活素材有利于提高学生的学习兴趣,增强学习化学热情；从而得出所构建的问题解决教学模型是有效的结论。尽管本课题研究取得了一定的教学成果,但由于本人的能力有限,在问卷的编制、目标检测以及问卷数据的处理上存在一些不足,再加上实证研究的时间短、对象少,所以本课题提出的问题解决教学模型有待进一步完善和发展,研究结论有待后期进一步的检验。
[Abstract]:In order to meet the requirements of talents in the new era, the new curriculum standards for senior high schools (experiments) issued in 2003 clearly put forward a new target system of chemistry curriculum, which is expounded from three dimensions of "knowledge and skills", "process and method", "emotional attitude and values". The new curriculum concept, however, has not been fully implemented in the actual teaching of three-dimensional goals. Chemistry teaching is still affected by the examination-oriented education and teachers'traditional concepts, most of them only attach importance to students' academic performance, and do not attach importance to students'ability training and emotional experience. Hence, this paper intends to explore a teaching mode, through which three-dimensional objectives can be well implemented. In the study and research of relevant teaching modes, we find that the problem-solving process can be comprehensive. The contents of the three-dimensional goals are permeated. So we propose to construct a problem-solving teaching model to promote the three-dimensional goals of chemistry. On the basis of consulting and analyzing the teaching strategies of problem-solving and three-dimensional goals at home and abroad, the main theories are information processing theory, constructivism theory and PBL teaching theory. On the basis of literature analysis and experts'opinions, a questionnaire was compiled to investigate 352 high school students in three middle schools in Chuzhou. Data were collected and analyzed, and flow charts of problem-solving teaching model were constructed based on theoretical basis. The basic characteristics of the teaching model were summarized as follows: to promote students' all-round development under the guidance of three-dimensional goals. With problem solving as the center, integrating three-dimensional goals; with student activities as the clue, focusing on methods and emotional acquisition; with emotional experience as the driving force, stimulate students'enthusiasm for learning, and put forward the general strategy of implementing the teaching model: create problem situations, stimulate students to participate in solving problems; give play to the leading role of teachers, guarantee Based on the above theoretical conception, we conducted a practical study on the teaching model of problem solving in Chuzhou Middle School Class 15, aiming at exploring the effect of the model on the implementation of the three-dimensional goals. After the empirical study, we collect factual evidence from the final grade and the questionnaire of three-dimensional chemical goal implementation, and evaluate the teaching model of chemical problem solving objectively. The results show that the problem-solving teaching model proposed in this paper can improve the students'chemical performance; students summarize and improve their learning methods and classroom efficiency in reflection; students experience the problem-solving process, which is conducive to experiencing the scientific inquiry process, obtaining the methods and Strategies of problem-solving, forming a rigorous scientific research spirit and a correct price. Value concept; abundant problem situations and life materials are conducive to enhance students'interest in learning and enthusiasm for learning chemistry; thus draw the conclusion that the problem-solving teaching model is effective. There are some shortcomings in the processing of volume data, and the time of empirical research is short, and the object is few. Therefore, the problem-solving teaching model proposed in this paper needs to be further improved and developed, and the research conclusion needs to be further tested in the later period.
【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

【相似文献】