分层作业在高中化学教学中的实践研究

发布时间：2018-03-13 13:43

本文选题：高中化学　切入点：分层作业　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新课程改革的不断深入,化学教师在各种课型的教学模型中已有较多的研究,但是对于化学作业的布置与学生的成长之间的联系鲜有研究。根据理论研究和实践经验,总结目前的作业布置主要存在以下问题：1、忽略个体差异；2、盲目追求题海战术；3、试题缺乏针对性；4、难易程度分布不均匀。针对以上问题,本研究目的是从学生的实际出发,承认学生间的个体差异,对学生的作业进行分层,使每个学生在原有基础上得到不同程度的提高和发展。首先在查阅文献总结和借鉴前人的研究成果和相关经验的基础上,通过调查学生化学作业的现状,结合学生的周测成绩,利用SPSS软件对学生成绩进行分析,确定实验组和对照组；然后将2个实验班的学生分为A、B、C三个层次(各层次约占班级人数三分之一),根据不同层次的特点,设计和布置与学生层次相符的课外作业；最后利用SPSS软件统计和分析学生成绩的变化以及学生实施分层作业后对课后作业认识的变化等提炼研究成果。经过一个学期的研究,取得如下研究结果：(1)分层作业可以改变学生学习化学的态度；与传统的作业教学法相比,分层作业体现“以人为本”的教育理念,能够兼顾不同层次的学生,从而让学生在学习中能够找到适合自己的“跳板”,对化学的学习有了预见性的认识。(2)分层作业能够提高学生的化学成绩;分层作业基于”最近发展区”理论,学生在学习过程中能够很好找到学习的“脚手架”,并以此为基础不断发挥自己的潜能,从而一步一步的登上成功的顶峰。(3)分层作业体现教育的公平；分层作业的实施可以摆脱以往教学中“一刀切”的教学模式,从学生的实际出发,承认学生间的个体差异,对学生进行分层次教学,真正落实因材施教,体现教育的公平。笔者针对分层作业实施过程中的一些经历和体会,给出以下教学建议仅供参考：(1)学生分层需体现民主、公平的教育理念；学生的情绪对学习有重要的影响,在分层过程中要注意调整学生的心态,让学生懂得分层不是不平等对待,而是为了让学生更好的找到自己成功的平台。(2)教师需用动态发展的眼光看待学生；把学生的成长看做一个不断成长的过程,并能够在教学中,不断发现学生的“最近发展区”从而适时激发学生潜能。(3)正确处理好家长和各科任教师的关系；学生是学习的整体,在实行化学作业分层教学前,需要与家长和各科教师协调关系,让他们懂得分层作业教学的作用,从而更好的实施分层作业。本研究是以2个班级作为实验组,由于样本量相对较少,研究者的水平有限,所得的结论可能缺乏科学依据,需要后续进一步的验证。
[Abstract]:With the deepening of the new curriculum reform, chemistry teachers have been studied in various teaching models, but there is little research on the relationship between the layout of chemical homework and the growth of students. The main problems in the present assignment are summarized as follows: 1, ignoring individual differences, blindly pursuing exercises, lacking pertinence and uneven distribution of difficult degree. In view of the above problems, the purpose of this study is to proceed from the students' reality. Recognizing the individual differences among the students and stratifying the students' homework, each student can improve and develop in different degrees on the basis of the original work. Firstly, on the basis of consulting the literature and drawing lessons from the previous research results and relevant experiences, Through investigating the present situation of the students' chemistry homework and combining with the students' weekly test results, using the SPSS software to analyze the students' scores, the experimental group and the control group were determined. Then the students of the two experimental classes are divided into three levels (each level accounts for about 1/3 students in the class size). According to the characteristics of different levels, the students design and assign homework in accordance with the students' level. Finally, we use SPSS software to analyze the change of students' scores and the change of students' understanding of homework after the implementation of stratified homework. After a semester of research, The results are as follows: 1) stratified homework can change students' attitude towards learning chemistry. Compared with the traditional homework teaching method, layered homework embodies the idea of "people-oriented" education, and can give consideration to students at different levels. So that students can find their own "springboard" in their study, and have a predictable understanding of chemistry learning. The layered homework can improve the students' chemistry scores; the layered homework is based on the theory of "proximal development area". In the process of learning, students can find the scaffolding of learning, and on the basis of it, they can constantly exert their potential, thus step by step step by step to the summit of success. The implementation of stratified homework can get rid of the "one-size-fits-all" teaching mode in the past, admit the individual differences among students, teach the students according to their aptitude from the reality of the students, and carry out the hierarchical teaching to the students, so as to truly carry out the teaching according to their aptitude. In view of some experiences and experiences in the implementation of stratified homework, the author gives the following teaching suggestions only for reference: 1) students' stratification needs to embody democratic and fair educational concepts, and students' emotions have an important impact on learning. In the process of stratification, attention should be paid to adjusting students' mentality, so that students can understand that stratification is not an unequal treatment, but in order to make students better find their own successful platform. The students' growth is regarded as a process of continuous growth, and they can constantly discover the students'"proximate development area" in the teaching process so as to stimulate the students' potential at the right time) and correctly handle the relationship between the parents and the teachers of various subjects, and the students are the whole of learning. Before implementing stratified teaching of chemical homework, it is necessary to coordinate with parents and teachers of various subjects so as to make them understand the role of stratified homework teaching, so as to implement stratified homework better. In this study, two classes were used as experimental groups. Because the sample size is relatively small and the level of researchers is limited, the conclusions may lack scientific basis and need further verification.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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