建构主义学习理论下的化学教学设计研究

发布时间：2018-03-26 02:08

本文选题：建构主义学习理论　切入点：化学教学设计　出处：《延安大学》2017年硕士论文

【摘要】：随着素质教育的大力提倡,我国课程和教学改革也在不断加快,最有代表的就是在认知主义的基础上发展而来的一个分支—建构主义理论。随着认知主义在我国各地广泛使用,建构主义理论也成为我国教学改革的参考依据和动力,因为建构主义强调学习的主动建构性、社会互动性、情境性,强调教师要创设具体的学习情境,主张师生间的交流与互动,倡导合作学习,强调知识建构的主体性,倡导探究式教学,让学生体验探究式就学的过程,有利于培养学生的创新能力和终生学习能力,因此建构主义理论具有很高的研究价值,本文探讨的是建构主义理论指导下的化学教学设计研究,在找到建构主义理论和中学化学教学设计的契合点后,将两者结合起来进行理论和实践研究。本文一共分为四个部分,文章第一、二章通过文献研究,在分析传统教学的利弊后,分析了建构主义学习理论下的化学教学设计的内容框架,并阐述了本文的研究目的、研究意义、研究背景、研究内容。文章第三章通过对一些学生和教师的访谈,发放调查问卷,成绩前后比较,了解建构主义教学在学校中的实施现状、学生对建构主义学习理论下的化学教学设计的喜好程度、运用建构主义理论教学实践的班级的学习状况、教师对建构主义教学实践过程中有哪些问题和存在的不足、建构主义教学实践中遇到哪些困难。接下来通过建构主义学习力理论下的三种教学模式的理念各举一个教学案例,体现各种教学模式的精髓。第四章得出结论,着重介绍建构主义学习理论下的化学教学设计取得的成就,以及存在和注意的一些问题。
[Abstract]:With the vigorous promotion of quality-oriented education, the curriculum and teaching reform in our country is speeding up, and the most representative is a branch of constructivism, which has developed on the basis of cognitivism. Constructivism theory has also become the reference basis and motive force of teaching reform in our country, because constructivism emphasizes active constructivism, social interaction, situational nature, and teachers should create specific learning situations. It advocates the exchange and interaction between teachers and students, advocates cooperative learning, emphasizes the subjectivity of knowledge construction, advocates inquiry teaching, and allows students to experience the process of inquiry study, which is conducive to the cultivation of students' innovative ability and lifelong learning ability. Therefore, constructivism theory has a high research value. This paper discusses the chemistry teaching design research under the guidance of constructivism theory, after finding the convergence point between constructivism theory and chemistry teaching design in middle school, This paper is divided into four parts. The first and second chapters, after analyzing the advantages and disadvantages of traditional teaching, This paper analyzes the content frame of chemistry teaching design under constructivism learning theory, and expounds the purpose, significance, background and content of this paper. Questionnaires were sent out, scores were compared before and after, to understand the implementation of constructivism teaching in schools, students' preference for chemistry teaching design under constructivism learning theory, What are the problems and shortcomings of the teachers in the teaching practice of constructivism, as well as the learning situation of the class in which the constructivism theory is used in teaching practice? What difficulties are encountered in the teaching practice of constructivism. Then, through the three teaching models under the theory of constructivism learning ability, one teaching case is given to reflect the essence of the various teaching models. Chapter four draws a conclusion. This paper mainly introduces the achievements of chemistry teaching design under constructivism learning theory, and some problems that exist and pay attention to.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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