中学化学生成性教学设计研究
发布时间：2019-01-05 01:36
【摘要】：生成性教学是教师在原有教学设计的基础上根据教学的实际情况灵活开展并调整教学活动,从而促进学生和教师发展的教学活动过程。生成性教学设计则是在生成性教学观下进行的教学设计,其强调根据教学实际情形调整预设,并在教学过程中进行动态设计。本论文对中学化学生成性教学设计进行了理论层面和实践层面的研究。理论层面的研究从三个方面展开：中学化学生成性教学目标的设计、教学策略的设计以及教学评价的设计。生成性教学目标设计主要采用文献研究法,在现有教学目标研究的基础上结合生成性教学的特点开展研究。中学化学生成性教学目标在设计上分为两个环节：课前教学口标的预设以及课上教学目标的生成。在表述上采取多样化的目标表述模式,将行为目标表述模式与内部过程与外显行为相结合的表述模式以及表现性目标表述模式结合起来。生成性教学策略采用化学课堂观察和化学教学视频分析的研究方法,首先挖掘教学中的生成性片段,其次对这些生成性片段产生的原因从教学策略的角度进行分析,最终探究出八种中学化学生成性教学策略：动态生成、弹性预设、精心预设、多向互动、创设教学情境、运用“意外”的课程资源、运用直观教具、创建民主和谐的课堂氛围。生成性教学评价设计主要采用文献研究法,在现有教学评价研究的基础上结合生成性教学的特点开展研究。中学化学生成性教学评价在设计上需突显出多元化,这种多元化体现为评价内容的多元化、评价重心的多元化、评价主体的多元化以及评价方式的多元化。实践层面的研究则是将理论研究成果和具体的化学知识结合起来,在理论研究的基础上进行中学化学生成性教学设计,并将该教学设计用于教学实践,最后对教学实践进行生成性分析,从而判断理论研究成果的有效性。
[Abstract]:Generative teaching is a process in which teachers can flexibly carry out and adjust their teaching activities according to the actual teaching conditions on the basis of the original teaching design so as to promote the development of students and teachers. Generative teaching design is a teaching design based on generative teaching view, which emphasizes adjusting the presupposition according to the actual teaching situation and carrying out dynamic design in the course of teaching. This thesis has carried on the theoretical level and the practical aspect to the middle school chemistry generative teaching design. The theoretical research is carried out from three aspects: the design of chemical generative teaching goal, the design of teaching strategy and the design of teaching evaluation. The design of generative teaching objectives mainly adopts the method of literature research, which combines the characteristics of generative teaching on the basis of the existing research of teaching objectives. There are two steps in the design of chemical generative teaching goal in middle school: the presupposition of the teaching target before class and the generation of the teaching objective before class. In terms of expression, we adopt a variety of object expression models, combining the behavioral goal expression model with the internal process and explicit behavior, as well as the expressive object expression model. The generative teaching strategy adopts the research methods of chemistry classroom observation and chemistry teaching video analysis. Firstly, it excavates the generative fragments in teaching, and then analyzes the causes of these generative fragments from the angle of teaching strategy. Finally, eight kinds of chemical generative teaching strategies are explored: dynamic generation, elastic presupposition, meticulous presupposition, multi-direction interaction, creation of teaching situation, use of "unexpected" curriculum resources, use of intuitive teaching aids, and creation of a democratic and harmonious classroom atmosphere. The design of generative teaching evaluation mainly adopts the method of literature research, which combines the characteristics of generative teaching on the basis of the existing teaching evaluation and research. The design of chemical generative teaching evaluation in middle school should highlight the diversity, which is reflected in the diversity of evaluation content, the focus of evaluation, the main body of evaluation and the way of evaluation. The practical level of the research is to combine the theoretical research results with the specific chemical knowledge, and on the basis of theoretical research to carry out the secondary school chemistry generative teaching design, and use the teaching design for teaching practice. Finally, generative analysis of teaching practice is carried out to judge the validity of theoretical research results.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2401084
[Abstract]:Generative teaching is a process in which teachers can flexibly carry out and adjust their teaching activities according to the actual teaching conditions on the basis of the original teaching design so as to promote the development of students and teachers. Generative teaching design is a teaching design based on generative teaching view, which emphasizes adjusting the presupposition according to the actual teaching situation and carrying out dynamic design in the course of teaching. This thesis has carried on the theoretical level and the practical aspect to the middle school chemistry generative teaching design. The theoretical research is carried out from three aspects: the design of chemical generative teaching goal, the design of teaching strategy and the design of teaching evaluation. The design of generative teaching objectives mainly adopts the method of literature research, which combines the characteristics of generative teaching on the basis of the existing research of teaching objectives. There are two steps in the design of chemical generative teaching goal in middle school: the presupposition of the teaching target before class and the generation of the teaching objective before class. In terms of expression, we adopt a variety of object expression models, combining the behavioral goal expression model with the internal process and explicit behavior, as well as the expressive object expression model. The generative teaching strategy adopts the research methods of chemistry classroom observation and chemistry teaching video analysis. Firstly, it excavates the generative fragments in teaching, and then analyzes the causes of these generative fragments from the angle of teaching strategy. Finally, eight kinds of chemical generative teaching strategies are explored: dynamic generation, elastic presupposition, meticulous presupposition, multi-direction interaction, creation of teaching situation, use of "unexpected" curriculum resources, use of intuitive teaching aids, and creation of a democratic and harmonious classroom atmosphere. The design of generative teaching evaluation mainly adopts the method of literature research, which combines the characteristics of generative teaching on the basis of the existing teaching evaluation and research. The design of chemical generative teaching evaluation in middle school should highlight the diversity, which is reflected in the diversity of evaluation content, the focus of evaluation, the main body of evaluation and the way of evaluation. The practical level of the research is to combine the theoretical research results with the specific chemical knowledge, and on the basis of theoretical research to carry out the secondary school chemistry generative teaching design, and use the teaching design for teaching practice. Finally, generative analysis of teaching practice is carried out to judge the validity of theoretical research results.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
【参考文献】
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