蒸腾作用的教学设计研究

发布时间：2018-03-31 09:30

本文选题：科学探究　切入点：科学素养　出处：《广西师范大学》2017年硕士论文

【摘要】：本文是对植物蒸腾作用一节展开的教学设计研究。笔者通过自身对蒸腾作用的几个问题进行实验探究,借助生活化的实验材料,在探究中记录遇到的问题,新发现,并将第一手的素材进行整理开发成关于蒸腾作用的探究活动。以探究活动的形式开展教学。在活动中,笔者发现学生在日常生活生产中会生成一些前概念,而这些往往阻碍他们对植物蒸腾作用概念和相关知识点的理解,因此决定立足浙教版初中科学八年级蒸腾作用一节,以科学探究活动的形式对蒸腾作用一节进行教学设计研究。蒸腾作用是初中阶段的重难点内容,需要学生更多地理解其深层内涵,而学生头脑中的前概念就如同拦路虎,会对这部分知识的消化吸收有所阻碍。本文希望通过开展生活化的科学探究活动去引导学生消除前概念,更好的理解蒸腾作用相关概念和原理。而科学探究作为作为科学教育的一种重要途径,对学生科学思维的发展,探究能力的锻炼和科学素养的培养都有着积极的促进作用。在笔者对蒸腾作用的实验探究中,提炼了以下两个问题进行探究:1.蒸腾作用的水是从什么地方散发出来的?2.蒸腾作用的影响因素有哪些?通过探究实验,笔者发现,可以设置更多的实验材料组,以一种新的角度来探究这两个问题,例如实验中选择树冠茂盛和稀疏的桂花树枝,有根但是叶片数量不同的水生植物大藻进行实验。在后续的探究活动中,将这些丰富的实验材料呈现给学生,让他们对其根据形态特点进行分类,然后教师再创设情境,将这些归类好的材料放入盛有水的容器中,通过这样的一个情境,让学生们预测哪一个容器水分减少的多,并以这个问题为开端引伸出蒸腾作用的概念,它的影响因素有哪些,然后让学生们围绕这两个问题设计实验进行探究。在这个过程中,面对丰富的材料,学生们会纷纷提出自己的猜想,这些猜想中就会暴露日常积累的前概念。教师收集整理并分析这些前概念,在之后的课中结合学生的探究实验,引发学生的认知冲突,使学生们能够更容易接受新的科学知识。此次蒸腾作用的教学设计研究共分三个阶段,第一阶段为笔者自身的实验探究,第二阶段为科学探究活动的设计开展,最后进行归纳整理总结成教学设计。以科学探究活动来开展教学,在促进学生掌握科学知识的同时,培养学生的科学素养,在动脑动手中锻炼学生设计科学实验,运用科学知识去发现并应对真实情境问题的能力。综上所述,笔者将以教材为本,在自身实验探究的基础上,进行科学探究活动设计,以期通过这样一种方式,让学生能够更好地理解蒸腾作用一节的内容。此外,本文也将对笔者在实验探究和探究活动设计中的主要内容和困惑以及教学设计中的个人理解进行呈现,希望能给后续相关题材研究和教学设计提供些参考和帮助。
[Abstract]:This is a research on teaching design of plant transpiration section expansion. The author carries out experiments to investigate several problems on their own through transpiration, with the aid of experimental material life, the new found record in the inquiry, and will, first hand material for the development of finishing transpiration. To carry out research activities to explore the teaching activities. At the event, the author found that the students will generate some concepts in everyday life, and these often hinder their understanding of the concept of plant transpiration and related knowledge, so the decision based on Earth Science in junior high school grade eight transpiration section, with scientific inquiry activities in the form of transpiration a section of instructional design and research. The transpiration is heavy and difficult content in junior high school, students need to understand the deep connotation of more, but in the minds of students before the concept As a stumbling block, for this part of the knowledge absorption way. This paper hopes to carry out life science inquiry activities to guide students to eliminate the concept of understanding transpiration and principle better. Scientific research as a science education the important way, the development of students' scientific thinking, cultivation ability to exercise and scientific literacy have a positive role in the research. Experiments on transpiration, refining the following two problems: 1. to explore the transpiration of water is from what place sends out here? What are the 2. factors affecting transpiration? Through the inquiry experiment, the author found that you can set the experimental group more material, with a new perspective to explore these two issues, selection of sweet scented osmanthus branches flourish and sparse canopy for example experiment, but a number of different leaves Large aquatic plants algae experiment. In the subsequent inquiry activities, will present these rich experimental materials to the students, let them based on the morphological characteristics of the classification, then the teacher to create situations, classifies these good materials into the container containing water, through a situation like this, let the students to predict whether a container water reduced, and this problem is the beginning of the extension of the concept of transpiration, what are the factors affecting it, and then let the students to explore around the two problems in the design of experiment. In this process, the surface of rich materials, students will have to put forward their own conjecture the concept, the daily accumulation will expose the conjecture. These teachers are collected and analyzed before these concepts, combined with the experimental inquiry of students after class, the students' cognitive conflict, so that students can easily accept The new knowledge of science. The research on the teaching design of transpiration is divided into three stages, the first stage is the author's own experimental research, carry out scientific inquiry activities designed for the second stage, finally summed up summed up the teaching design. With scientific inquiry activities to carry out teaching, to promote students to master scientific knowledge at the same time. The cultivation of students' scientific literacy, in exercise science experiment design of mental and physical work of students, the use of scientific knowledge and the ability to deal with the real situation to find problems. To sum up, the author will be based on the textbook for this, based on its experimental inquiry, inquiry activities of scientific design, through such a way, so that students can better to understand the contents of the transpiration section. In addition, this paper will also be on the experimental inquiry and inquiry activities in the design of the main content and the confusion and teaching design in person The understanding is presented, hoping to provide some reference and help to the follow-up research and teaching design.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.98

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