在元素及其化合物知识的教学中发展学生逻辑思维能力的研究

发布时间：2018-06-20 00:19

本文选题：元素及其化合物 + 出声思维训练　；参考：《华中师范大学》2017年硕士论文

【摘要】：逻辑思维能力是学生进一步学习发展的基础,促进学生逻辑思维能力的发展顺应了素质教育和基础教育领域的要求,也是为中国培养科学领军人才做出贡献。高一阶段是发展学生的逻辑思维能力最佳时期,如何在学科教学中培养学生的逻辑思维能力是值得每个学科教师深思的问题。在高中化学的教学中哪些内容更容易发展学生的逻辑思维能力?如何在教学中有效地发展学生的逻辑思维能力?这是作为高中化学教师应该思考的问题。在课堂练习以及课外习题中,学生分析问题的思维过程是内隐的,教师无法从学生回答的问题中发现其完整的思维过程。本文的研究致力于在元素及其化合物知识的课后训练中运用口语报告法(也叫出声思维法)将学生的思维过程外显化,教师通过分析学生的口语报告发现学生在解决化学问题时所暴露的逻辑思维方面的缺陷,然后用口语报告法中的第三类——出声教导法帮助学生发现自己的思维缺陷并予以纠正,最后,通过训练方案的实施探索一些在实施过程中发展学生逻辑思维能力的具体可操作的策略。通过调查研究,探求了逻辑思维能力对学生化学学业成绩的促进作用;通过理论研究,分别从不同方面提出了发展学生逻辑思维能力的可行性。通过实验研究,验证了元素化合物的学习对学生逻辑思维能力的促进作用,并且肯定了出声思维法对发展学生逻辑思维能力的积极作用;在理论研究和实验研究的基础上并结合教师访谈提出学生在解决化学问题时所暴露的逻辑思维缺陷以及探索出在实验过程中发展学生逻辑思维能力的一些具体可操作的策略。本研究共有六个部分,第一部分是研究的背景,包括研究的意义、目的、内容及方法。第二部分是本研究的文献综述,介绍了本研究所涉及的核心概念以及前人的研究成果。第三部分是理论研究,通过文献分析,提出在元素化合物的学习中发展学生逻辑思维能力的可行性。第四部分是实验研究,包括实验的整体安排和实验的结果分析;第五部分是在理论研究和实验研究的基础上提出高一学生的逻辑思维缺陷和发展学生逻辑思维能力的具体策略。第六部分是研究总结部分,包括研究结论和反思以及在此基础上提出的研究展望。本研究结果表明,逻辑思维能力与元素及其化合物知识的学习具有相互促进的作用,逻辑思维能力强的人可以更有效地促进学生的化学学业成绩,利用元素及其化合物知识的内在逻辑性可以发展学生的逻辑思维能力;利用出声思维训练可以有效地发展学生的逻辑思维能力、提高学生的化学学业成绩。
[Abstract]:Logical thinking ability is the basis of further study and development of students. Promoting the development of students' logical thinking ability conforms to the requirements of quality education and basic education, and also contributes to the cultivation of scientific leaders in China. The first stage of senior high school is the best time to develop the students' logical thinking ability. How to cultivate the students' logical thinking ability in the subject teaching is a problem worth thinking deeply about by each subject teacher. Which content is easier to develop the students' logical thinking ability in the high school chemistry teaching? How to develop students' logical thinking ability effectively in teaching? This is a high school chemistry teacher should think about the problem. In class exercises and extracurricular exercises, students' thinking process of analyzing questions is implicit, and teachers can not find their complete thinking process from the questions answered by students. This study is devoted to the use of oral report (also known as sound thinking) in the after-school training of elements and their compounds to make students' thinking process explicit. By analyzing the students' oral reports, the teacher finds out the defects in the logical thinking of the students in solving chemical problems. Then we use the third class of oral reporting, the outspoken teaching method, to help students find their own mental defects and correct them, and finally, Through the implementation of the training program to explore some practical strategies to develop students' logical thinking ability in the process of implementation. Through investigation and research, this paper explores the promoting effect of logical thinking ability on students' chemistry academic achievement, and puts forward the feasibility of developing students' logical thinking ability from different aspects through theoretical research. Through the experimental study, it is proved that the learning of elements and compounds can promote the students' logical thinking ability, and the positive effect of the acoustical thinking method on the development of the students' logical thinking ability is confirmed. On the basis of theoretical and experimental studies and combined with teacher interviews, this paper puts forward the defects of logical thinking exposed by students in solving chemical problems and explores some practical strategies for developing students' logical thinking ability in the course of experiment. The first part is the background of the research, including the significance, purpose, content and methods of the study. The second part is the literature review of this study, which introduces the core concepts involved in the study and previous research results. The third part is the theoretical research. Through literature analysis, the feasibility of developing students' logical thinking ability in the learning of element compounds is put forward. The fourth part is the experimental research, including the overall arrangement of the experiment and the analysis of the results of the experiment. The fifth part is to put forward the defects of logical thinking and the specific strategies of developing the students' logical thinking ability on the basis of theoretical and experimental research. The sixth part is the summary of the research, including the conclusions and reflections, and the research prospects on this basis. The results show that the ability of logical thinking and the learning of elements and their compounds can promote each other, and that people with strong logical thinking ability can promote students' academic achievement in chemistry more effectively. The students' logical thinking ability can be developed by using the inherent logic of the knowledge of elements and their compounds, and the students' logical thinking ability can be effectively developed by using the sound thinking training and the students' chemistry academic achievement can be improved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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