基于生本教育理念的“三位一体全程交互”化学教学模式研究与应用

发布时间：2019-03-15 07:41

【摘要】：多年的教学实践表明,以知识点罗列和讲练结合为主的讲授式教学固然能够打牢基础知识,但是这样培养的学生欠缺独立思考、欠缺自主学习能力,后续发展潜力小,久被大学诟病。我们在深入研究生本教育理念及其指导下的教学实践基础上,依据高中学生的认知及高中化学教学特点,在实践中重新确立了新的师生角色观。首先,学生是学习的主体,教师要明确学生的角色特征,学生自身也必须明确自己的角色;其次,教师从教学的中心角色转变为指引方向、提供资料、指导方法、组织研讨、提供帮助的角色上来。在此基础上,我们探索出一种“基于自学自思、利用多方反馈、促进互动对话”的“三位一体全程交互”化学教学模式。这里的“三位一体”,包含四个维度的含义:一是由“课前、课中、课后”三个学习过程整合为一的三位一体;二是通过“自学自问、交流解疑、评价测试”三步学习完成一个“自学、反馈、对话”的有效学习过程三位一体;三是“教师、学生、教学素材”教学资源有效整合的三位一体;四是实现学生“知识学习、能力发展、学业成绩”三丰收的三位一体。“三位一体全程交互”化学教学模式的教学过程包含四个阶段:课前自学自问、课中交流解疑反馈、课后测试反馈、习题课补充解疑。除了时间线之外,全程教学主要遵循两条线:一条是明线,就是学生的学,每一个环节都是学生在学、思、问、练;一条是暗线,学生每一步学习都离不开教师的指导、引导,它不是放羊式的。这两条线的顺利发展基于每一步的完整反馈,实现充分的师生交互、生生交互、自我交互,在交互中实现教与学的双重目标,培养学生的主动、合作、自学、交流的学习能力,实现教学与育人的双重目标。“三位一体全程交互”模式教学过程必须辅以学案导学、微课辅学、小组合作、课堂小测、课后检测、12xue教育云平台、多法反馈等各种手段和教学工具,以便打通课前、课中、课后整个学习过程,促进学生有效自学、有效反馈、有效对话。这种教学模式想提供给学生的,一是学习可以依赖的依据,二是可以看得到的学习成果,三是可以感受到的成就体验,四是激发出来的内在动力。本文提供的新授课教学案例和讲评课教学案例,展示了这种想法的实现过程。
[Abstract]:Many years of teaching practice have shown that although lecture-based teaching based on the listing of knowledge points and the combination of lecture and practice can lay a solid foundation for basic knowledge, the students trained in this way lack independent thinking, lack the ability to learn independently, and have little potential for subsequent development. It has been criticized by universities for a long time. On the basis of deepening the concept of graduate education and its teaching practice, and according to the cognition of senior high school students and the characteristics of chemistry teaching in senior high school, we re-establish a new view of teacher-student role in practice. First of all, the students are the subject of learning, teachers to clarify the characteristics of the role of students, students themselves must also clarify their own role; Secondly, teachers change from the central role of teaching to the direction of guidance, provide information, guide methods, organize research, and help the role. On this basis, we explore a "Trinity whole process interaction" chemistry teaching model, which is based on self-study and multi-feedback to promote interactive dialogue. Here the "Trinity" contains the meaning of four dimensions: one is from "before class, in class, after class" three learning processes are integrated into one trinity; The second is to complete an effective learning process of "self-study, feedback, dialogue" through "self-study, communication, answer questions, evaluation and test" three-step learning process of "self-study, feedback, dialogue". The third is the trinity of effective integration of teaching resources of "teachers, students and teaching materials", and the third is the trinity of realizing students'"knowledge learning, ability development and academic achievement". The teaching process of the chemistry teaching model of "Trinity whole process interaction" consists of four stages: self-study before class, communication and feedback in class, after-class test feedback, supplementary question-solving in exercise class. In addition to the timeline, the whole teaching mainly follows two lines: one is the clear line, that is, the students' learning, each link is the students in learning, thinking, asking, practicing; One is the dark line, students can not learn without the teacher's guidance, it is not herding sheep. The smooth development of these two lines is based on the complete feedback of each step, realizing full teacher-student interaction, student-student interaction, self-interaction, realizing the double goals of teaching and learning in the interaction, and cultivating students' learning ability of initiative, cooperation, self-study and communication. To achieve the dual goals of teaching and education. The teaching process of the "Trinity whole process interaction" model must be supplemented by learning plan guidance, micro-lessons, group cooperation, classroom quiz, after-class testing, 12xue education cloud platform, multi-method feedback and other means and teaching tools, in order to get through the class before and during the class. After class the whole study process, promotes the student effective self-study, the effective feedback, the effective dialogue. What this teaching mode wants to provide to students is one is the basis that learning can rely on, the second is the learning achievement that can be seen, the third is the achievement experience that can be felt, the fourth is the internal motive force that stimulates. The new teaching cases and evaluation teaching cases presented in this paper show the realization process of this idea.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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