基于四重表征的高中化学教学设计研究
发布时间：2018-12-29 09:27
【摘要】：四重表征教学模式是在三重表征的基础上进行的延伸和发展,它继承了三重表征在中学化学教学设计中特有的学科思维模式。它将化学与计算机科学、数学等学科进一步有机结合,实现了中学化学课程改革的新标准,有助于学生深入理解化学学科理论知识和实验原理,帮助学生实现认知结构的均衡发展,提高学生的科学素养。新课程改革认为高中化学课程的实施对提高学生的科学素养、促进学生全面发展有着不可替代的作用。依据高中生的思维方式与化学学科特点,笔者发现实际教学中教师教学理念与学生学习需求不相符。四重表征已有研究充分证实该理论的有效性却存在研究内容单一、相关案例少、研究效果有效性缺失等不足,鉴于以上问题的存在,本课题提出将四重表征与具体教学设计相结合的实践研究。通过对四重表征已有研究的综述和基本概念分析,全面系统阐述四重表征的基本特征和表征内容。笔者以化学教学设计的相关理论和具体模式作为参照,将化学反应速率与化学平衡这一章节作为学科知识代表,依据授课内容与化学基本课型选取宏观-微观-符号-曲线表征顺序和以曲线表征为始的不完全的表征顺序撰写具体的教学设计。笔者采用实验对照的形式对基于四重表征的教学设计进行课堂教学的实践性检验,对测查结果运用SPSS19.0进行相关分析和描述性统计。通过对检验数据统计分析,我们得出以下结论:(1)对学生而言,基于四重表征思维模式的课堂教学,可以帮助学生形成系统化的学习方法,提高他们的学业成绩;(2)就课堂本身来讲,由于四重表征独特的思维结构,使得课堂教学生动活泼,充分体现学生的主体性,提升课堂教学效果的优效性;(3)作为教师,以四重表征模式为理论进行具体教学设计时,教师从深层次、多角度拓展自身专业知识,实现教师专业化发展。论文的创新之处主要体现在三个方面:第一,对四重表征做出了系统全面的阐述,为实施四重表征教学模式奠定了基础。第二,采用信息技术代替手持技术与四重表征相结合,使得该教学模式易于在全国各地区推广与应用。第三,通过对基于四重表征的教学设计进行实践研究,充分表明该模式在实际课堂教学效果中更持久、有效。论文最后对本研究中的问题进行了讨论与展望,为化学教育研究提供了一个新视角,对后续研究指明了方向。
[Abstract]:The teaching mode of quadruple representation is an extension and development on the basis of triple representation. It inherits the unique subject thinking mode of triple representation in chemistry teaching design of middle school. It combines chemistry with computer science and mathematics, realizes the new standard of chemistry curriculum reform in middle school, and helps students to understand the theoretical knowledge and experimental principle of chemistry. Help students to achieve a balanced development of cognitive structure, improve students' scientific literacy. The new curriculum reform holds that the implementation of chemistry curriculum in senior high school plays an irreplaceable role in improving students' scientific literacy and promoting their all-round development. According to the thinking mode of senior high school students and the characteristics of chemistry subject, the author finds that the teachers' teaching idea does not accord with the students' learning needs in actual teaching. In view of the existence of the above problems, the research on the validity of the theory has been fully confirmed by the existing research on quadruple representation, but there are some shortcomings such as single research content, few related cases and the lack of effectiveness of the research. This paper puts forward a practical research that combines the four-fold representation with the specific teaching design. The basic characteristics and contents of quadruple representation are expounded by summarizing and analyzing the basic concepts of quadruple representation. The author takes the relevant theories and specific models of chemistry teaching design as reference, and takes the chapter of chemical reaction rate and chemical balance as the representative of the subject knowledge. According to the teaching content and the chemistry basic curriculum, the author chooses the macroscopic-microcosmic-symbolic-curve representation order and the incomplete representation order beginning with the curve representation to write the concrete teaching design. The author uses the form of experimental contrast to test the teaching design based on quadruple representation in classroom teaching practice, and carries on the correlation analysis and descriptive statistics to the test result by SPSS19.0. Through the statistical analysis of the test data, we draw the following conclusions: (1) for students, classroom teaching based on the thinking mode of four-fold representation can help students to form systematic learning methods and improve their academic performance; (2) as far as the classroom itself is concerned, because of the unique thinking structure characterized by the four layers, classroom teaching is lively and lively, which fully embodies the students' subjectivity and promotes the effectiveness of classroom teaching; (3) as a teacher, teachers develop their own professional knowledge from a deep level and from many angles in order to realize the professional development of teachers when they use the four-fold representation model as the theory to carry out the specific teaching design. The innovation of the thesis is mainly reflected in three aspects: first, the paper makes a systematic and comprehensive exposition of the quadruple representation, which lays a foundation for the implementation of the quadruple representation teaching model. Secondly, the use of information technology instead of handheld technology combined with quadruple representation makes the teaching model easy to be popularized and applied in all parts of the country. Thirdly, through the practice research of the teaching design based on the quadruple representation, it fully shows that the model is more lasting and effective in the actual classroom teaching effect. At the end of this paper, the problems in this study are discussed and prospected, which provides a new perspective for the study of chemistry education, and points out the direction of further research.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2394657
[Abstract]:The teaching mode of quadruple representation is an extension and development on the basis of triple representation. It inherits the unique subject thinking mode of triple representation in chemistry teaching design of middle school. It combines chemistry with computer science and mathematics, realizes the new standard of chemistry curriculum reform in middle school, and helps students to understand the theoretical knowledge and experimental principle of chemistry. Help students to achieve a balanced development of cognitive structure, improve students' scientific literacy. The new curriculum reform holds that the implementation of chemistry curriculum in senior high school plays an irreplaceable role in improving students' scientific literacy and promoting their all-round development. According to the thinking mode of senior high school students and the characteristics of chemistry subject, the author finds that the teachers' teaching idea does not accord with the students' learning needs in actual teaching. In view of the existence of the above problems, the research on the validity of the theory has been fully confirmed by the existing research on quadruple representation, but there are some shortcomings such as single research content, few related cases and the lack of effectiveness of the research. This paper puts forward a practical research that combines the four-fold representation with the specific teaching design. The basic characteristics and contents of quadruple representation are expounded by summarizing and analyzing the basic concepts of quadruple representation. The author takes the relevant theories and specific models of chemistry teaching design as reference, and takes the chapter of chemical reaction rate and chemical balance as the representative of the subject knowledge. According to the teaching content and the chemistry basic curriculum, the author chooses the macroscopic-microcosmic-symbolic-curve representation order and the incomplete representation order beginning with the curve representation to write the concrete teaching design. The author uses the form of experimental contrast to test the teaching design based on quadruple representation in classroom teaching practice, and carries on the correlation analysis and descriptive statistics to the test result by SPSS19.0. Through the statistical analysis of the test data, we draw the following conclusions: (1) for students, classroom teaching based on the thinking mode of four-fold representation can help students to form systematic learning methods and improve their academic performance; (2) as far as the classroom itself is concerned, because of the unique thinking structure characterized by the four layers, classroom teaching is lively and lively, which fully embodies the students' subjectivity and promotes the effectiveness of classroom teaching; (3) as a teacher, teachers develop their own professional knowledge from a deep level and from many angles in order to realize the professional development of teachers when they use the four-fold representation model as the theory to carry out the specific teaching design. The innovation of the thesis is mainly reflected in three aspects: first, the paper makes a systematic and comprehensive exposition of the quadruple representation, which lays a foundation for the implementation of the quadruple representation teaching model. Secondly, the use of information technology instead of handheld technology combined with quadruple representation makes the teaching model easy to be popularized and applied in all parts of the country. Thirdly, through the practice research of the teaching design based on the quadruple representation, it fully shows that the model is more lasting and effective in the actual classroom teaching effect. At the end of this paper, the problems in this study are discussed and prospected, which provides a new perspective for the study of chemistry education, and points out the direction of further research.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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