基于认知发展的高中“电化学”教材比较及读本设计

发布时间：2018-03-23 06:15

本文选题：认知发展　切入点：化学教材　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：教材是教师与学生进行教学活动的依据,是实现教学目标的基础材料。主动研究教材,合理利用,积极开发丰富课程资源是提高教学质量,促进学生认知发展的关键。在国际教育改革与中国新课程改革的背景下,化学课程也在不断的进行充实。单一的教材已经不能满足学生学习的需要,读本可在一定程度上弥补教材的不足。同时,对比分析不同国家的主流化学教材也是一种取长补短,实现课程资源优化的有效之法。电化学是高中化学重要的学习内容,也是高中化学教材的重要组成部分。与发达国家教材中电化学内容的编排进行比较分析,能有效实现这部分内容的优化,从而以点及面,促进整个高中化学课程资源的充实优化,使学生获得更好的认知发展。本文在综述了认知发展和化学教材比较的相关研究的基础上,从促进学生认知发展的角度对中国,美国,英国和加拿大四国现行高中化学教材中电化学的内容进行对比分析,吸收各国所长。在此基础上,结合奥苏贝尔关于教材的编写和组织原则尝试编写了一本具有学习性、活动性、可读性的《电化学读本》,帮助学生掌握电化学基础知识,促进认知发展。编写完成后,采用问卷调查法和访谈法对读本进行初步研究。论文主要包括四个部分,主要内容如下：第一部分,绪论。先分析研究的背景,丰富化学课程资源对促进学生的发展有重要意义。进行文献综述,了解研究现状。在此基础上提出课题研究的目的,确定研究的内容与方法,并对核心概念进行界定。第二部分,中外教材电化学内容比较。本章先对研究对象中的三本外国化学教材进行简单介绍,再从认知内容的选取,编排,栏目设计和活动设计四个方面对四国教材中电化学内容进行比较分析。从而了解到各国在教材设计上的优点,为后续读本的编制提供指导。第三部分,自编读本设计及反馈分析。本章首先阐明读本的编写原则,再结合四国教材的优点,以更好地促进学生认知发展为目标进行读本内容设计。并通过学生问卷调查和教师访谈,对读本的学习性、活动性和可读性进行评价和建议。第四部分,结论与反思。对整个研究过程进行总结,促进学生的认知发展,不单要重视教材的研究,还需要在教学过程中充分利用教材资源,重视活动对学生的影响,重视教师和学生使用教材的反馈信息,并不断修正完善。
[Abstract]:Teaching materials are the basis for teachers and students to carry out teaching activities and the basic materials for achieving teaching objectives. Active research of teaching materials, rational use of teaching materials, and active development of rich curriculum resources can improve the teaching quality. Under the background of international education reform and China's new curriculum reform, chemistry curriculum is constantly enriched. A single textbook can no longer meet the needs of students' learning. Reading books can make up for the shortage of textbooks to some extent. At the same time, comparing and analyzing the mainstream chemistry textbooks in different countries is an effective method to make up for each other's shortcomings and realize the optimization of curriculum resources. Electrochemistry is an important learning content in senior high school chemistry. It is also an important part of senior high school chemistry teaching material. Comparing with the arrangement of electrochemical content in developed countries, we can effectively realize the optimization of this part of the teaching material, Promote the enrichment and optimization of the chemistry curriculum resources of the whole senior high school, and make the students obtain better cognitive development. This paper, on the basis of summarizing the related research of cognitive development and chemistry teaching material comparison, analyzes China, the United States and the United States from the perspective of promoting the students' cognitive development. The contents of electrochemistry in the current senior high school chemistry textbooks of Britain and Canada are compared and analyzed to absorb the advantages of different countries. On this basis, in combination with Ausubel's principles on the compilation and organization of textbooks, an attempt has been made to compile a book that has the characteristics of learning. The activity and readability of the "Electrochemistry Reader" helps students master the basic knowledge of electrochemistry and promote the development of cognition. After the completion of this study, a preliminary study of the book is carried out by means of questionnaires and interviews. The paper mainly consists of four parts. The main contents are as follows: the first part, introduction. First, analyze the background of the research, enrich the chemistry curriculum resources to promote the development of students, carry on the literature review, understand the current situation of the research. On this basis, put forward the purpose of the subject research. Determine the contents and methods of the study, and define the core concepts. The second part, the electrochemical content comparison of Chinese and foreign textbooks. This chapter introduces the three foreign chemistry textbooks, and then from the cognitive content selection, layout, The four aspects of column design and activity design are the comparative analysis of the electrochemical content in the teaching materials of the four countries, so as to understand the advantages of the textbook design in various countries, and to provide guidance for the compilation of subsequent readings. Part three, This chapter first clarifies the compiling principle of the reading book, then combines the advantages of the four teaching materials, and designs the reading book content with the aim of promoting the students' cognitive development better, and through the student questionnaire survey and the teacher interview, this chapter designs the content of the reading book with the aim of promoting the cognitive development of the students. The fourth part, conclusion and reflection, summarize the whole research process, promote the cognitive development of students, not only pay attention to the study of textbooks, It is also necessary to make full use of the teaching material resources, attach importance to the influence of activities on students, attach importance to the feedback information of teachers and students in the use of teaching materials, and constantly revise and perfect them.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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