本文選題：初中生 + 化學(xué)符號(hào)��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：化學(xué)符號(hào)是用來表示物質(zhì)組成、結(jié)構(gòu)以及變化過程的特有符號(hào),具有國際通用性。作為化學(xué)學(xué)科的專用語言,化學(xué)符號(hào)是學(xué)習(xí)化學(xué)知識(shí)的基礎(chǔ),是交流化學(xué)技術(shù)的工具,也是人們理解化學(xué)世界的橋梁。在化學(xué)學(xué)習(xí)的啟蒙時(shí)期,學(xué)習(xí)者便伴隨著元素符號(hào)、化學(xué)式以及化學(xué)方程式等基本化學(xué)符號(hào)的學(xué)習(xí)。啟蒙時(shí)期的化學(xué)符號(hào)學(xué)習(xí)情況對(duì)后續(xù)的化學(xué)學(xué)習(xí)有著重要影響。因此,學(xué)生化學(xué)符號(hào)的學(xué)習(xí)困難以及教師的化學(xué)符號(hào)教學(xué)方法,是很有必要從實(shí)踐和理論方面進(jìn)行研究的。本研究以初三年級(jí)學(xué)生為研究對(duì)象,化學(xué)符號(hào)知識(shí)為載體,試圖探尋不同學(xué)習(xí)能力學(xué)生的化學(xué)符號(hào)學(xué)習(xí)情況,并重點(diǎn)回答以下幾個(gè)問題:(1)在化學(xué)學(xué)習(xí)的啟蒙時(shí)期,不同學(xué)習(xí)能力學(xué)生對(duì)化學(xué)符號(hào)知識(shí)的學(xué)習(xí)觀念及態(tài)度如何?學(xué)習(xí)方法有何差異?(2)不同學(xué)習(xí)能力學(xué)生對(duì)化學(xué)符號(hào)的認(rèn)識(shí)、理解和運(yùn)用是否存在差異?差異狀況如何?造成差異的原因是什么?(3)不同學(xué)習(xí)能力學(xué)生化學(xué)符號(hào)的學(xué)習(xí)過程怎樣?存在什么樣的差異?(4)在實(shí)際教學(xué)中,針對(duì)不同學(xué)習(xí)能力的學(xué)生,教師可采用哪些有效的教學(xué)方法來促進(jìn)他們對(duì)化學(xué)符號(hào)知識(shí)的學(xué)習(xí)?本文采用文獻(xiàn)法、問卷調(diào)查法、測(cè)量法,對(duì)不同學(xué)習(xí)能力學(xué)生學(xué)習(xí)化學(xué)符號(hào)過程中存在的差異進(jìn)行了調(diào)查和研究。整個(gè)論文的研究工作分為四部分。第一部分是問題的提出,研究者首先從義務(wù)教育化學(xué)課程標(biāo)準(zhǔn),義務(wù)教育九年級(jí)化學(xué)教科書,以及研究者兩年的初中化學(xué)教學(xué)經(jīng)驗(yàn)三個(gè)方面出發(fā),提出本研究的緣由并闡述研究的意義。接著,采用文獻(xiàn)分析法進(jìn)行理論研究,歸納整理了國內(nèi)外已有的有關(guān)“化學(xué)符號(hào)”和“化學(xué)學(xué)習(xí)差異”的相關(guān)文獻(xiàn)并對(duì)文獻(xiàn)做出相應(yīng)的分析。第二部分內(nèi)容是對(duì)本研究的綜述,包括“研究基礎(chǔ)”、“研究對(duì)象”和“研究設(shè)計(jì)思路”。在“研究基礎(chǔ)”部分,研究者通過文獻(xiàn)分析,整理了不同學(xué)者對(duì)化學(xué)符號(hào)的界定和分類,進(jìn)而構(gòu)建了本研究中的化學(xué)符號(hào)體系,接著詳細(xì)分析了義務(wù)教育化學(xué)課程標(biāo)準(zhǔn)對(duì)“化學(xué)符號(hào)”這一部分知識(shí)所作的目標(biāo)要求以及義務(wù)教育九年級(jí)化學(xué)上冊(cè)中“化學(xué)符號(hào)”的分布情況�！把芯繉�(duì)象”部分,研究者首先分析了學(xué)生的各方面情況,然后根據(jù)學(xué)生八年級(jí)下學(xué)期成績(jī)將學(xué)生分為學(xué)優(yōu)生、中等生和學(xué)困生,以便進(jìn)行后續(xù)的差異性研究。最后,基于研究基礎(chǔ)和研究對(duì)象的分析研究,提出了本研究的“研究設(shè)計(jì)思路”。第三部分是本研究的主體部分,包括兩個(gè)方面的內(nèi)容。一個(gè)方面是通過問卷調(diào)查的方式了解不同學(xué)習(xí)能力的學(xué)生化學(xué)符號(hào)的學(xué)習(xí)現(xiàn)狀,揭示他們學(xué)習(xí)化學(xué)符號(hào)的態(tài)度、觀念和方法,為后面的研究提供參考和依據(jù)。另一個(gè)方面是根據(jù)初中階段化學(xué)符號(hào)的實(shí)際教學(xué)進(jìn)度,實(shí)時(shí)跟蹤測(cè)評(píng)不同學(xué)習(xí)能力學(xué)生化學(xué)符號(hào)的學(xué)習(xí)過程。測(cè)評(píng)主要有兩個(gè)維度,其一是學(xué)生維度,既按學(xué)習(xí)能力將學(xué)生劃分為學(xué)優(yōu)生、中等生和學(xué)困生;另一個(gè)是知識(shí)的維度,既將化學(xué)符號(hào)知識(shí)由淺到深劃分為符號(hào)的認(rèn)識(shí)、符號(hào)的理解和符號(hào)的運(yùn)用。對(duì)測(cè)評(píng)數(shù)據(jù)分析,以圖表的方式展示出不同學(xué)習(xí)能力學(xué)生學(xué)習(xí)化學(xué)符號(hào)的差異,為后續(xù)的結(jié)論部分提供依據(jù)。最后部分本研究總結(jié)與思考,研究者根據(jù)第二部分的有關(guān)數(shù)據(jù)結(jié)果,歸納整理了本研究的結(jié)論和啟示,并提出相應(yīng)的教學(xué)建議,最后對(duì)本研究的不足進(jìn)行了分析,為后續(xù)的進(jìn)一步研究提出相應(yīng)建議。
[Abstract]:Chemical symbols are the unique symbols used to represent the composition, structure and process of the matter, which have international universality. As a special language for chemistry, chemical symbols are the basis for learning chemical knowledge, a tool for exchanging chemical technology, and a bridge to the understanding of the chemical world. In the age of Enlightenment of chemical learning, the learners accompanied them. The study of basic chemical symbols such as element symbols, chemical and chemical equations. The learning of chemical symbols in the Enlightenment period has an important influence on the subsequent chemical learning. Therefore, it is very necessary to study the learning difficulties of the students' chemical symbols and the teaching methods of chemical symbols of the teachers. This study takes junior grade students as the research object and the chemical symbol knowledge as the carrier, trying to explore the chemical symbol learning of students with different learning abilities, and to answer the following questions: (1) what is the learning concept and attitude of students with different learning abilities to chemical symbol knowledge in the age of Enlightenment of chemistry learning? What is the learning method Differences? (2) is there any difference in understanding, understanding and application of chemical symbols by students with different learning abilities? What are the reasons for the difference? (3) what are the learning processes of chemical symbols for different learning abilities? (4) in practical teaching, teachers can pick up the students with different learning abilities What effective teaching methods are used to promote their learning of chemical symbols? This paper investigates and studies the differences in the process of learning chemical symbols for students with different learning abilities. The research work of the whole thesis is divided into four parts. The first part is the proposal and study of the problem. First of all, from the compulsory education chemistry curriculum standard, the nine grade chemistry textbook of compulsory education, and the three two years' junior high school chemistry teaching experience, the reason of this study is put forward and the significance of the research is expounded. Then, the literature analysis method is used to carry out the theoretical research and summarize the existing "chemical symbols" at home and abroad. "" and "chemical learning differences" related literature and make a corresponding analysis of the literature. The second part is a summary of this study, including the "Research Foundation", "research object" and "research design ideas". In the "Research Foundation" part, the researcher collated the definition of chemical symbols by different scholars through the literature analysis. And then the chemical symbol system in this study is constructed, and then the goal of the compulsory education chemistry curriculum standard on the "chemical symbol" and the distribution of "chemical symbol" in the nine grade chemical book of compulsory education are analyzed in detail. And then, according to the grades of the next semester of the students in grade eight, the students are divided into eugenics, middle students and students of learning difficulties in order to carry out the follow-up study. Finally, based on the analysis and research of the research basis and research objects, the "research design ideas" of this study are put forward. The third part is the main part of this study, including two One aspect is to understand the learning status of chemical symbols of students with different learning abilities through a questionnaire survey, and to reveal their attitude, ideas and methods for learning chemical symbols, and to provide reference and basis for the later research. The other is to follow the actual teaching progress of the chemical symbols in the junior middle school. Assessment of the learning process of chemical symbols for students with different learning ability. The assessment is mainly two dimensions, one is the student dimension, which is divided into students, middle students and students with learning difficulties according to their learning ability; the other is the dimension of knowledge, which not only divides the knowledge of chemical symbols from shallow to deep into symbols, but also the understanding of symbols and the use of symbols. The analysis of the evaluation data shows the differences in the learning chemistry symbols of students with different learning abilities, and provides the basis for the follow-up conclusion. The last part of this study summarizes and thinks. According to the data of the second parts, the researchers summed up the conclusions and Enlightenment of the research, and put forward the corresponding teaching suggestions. Finally, the deficiencies of this study are analyzed, and corresponding suggestions for further research are provided.

【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：1897817