基于化學核心概念轉(zhuǎn)變的教學研究
發(fā)布時間：2018-07-21 13:12
【摘要】：我國高中化學課程倡導轉(zhuǎn)變化學知識觀，重視包括化學主要概念、概念的體系和化學基本觀念在內(nèi)的概念性知識的教學�；瘜W核心概念的學習上升到很高的地位�？茖W地理解化學核心概念能夠促進個體知識建構(gòu)發(fā)展、提高學科素養(yǎng)�；瘜W概念中包括表征概念的名稱和揭示概念內(nèi)涵的科學定義。有些概念的名稱字面含義明顯，例如原子、分子；但是也有一些概念的名稱字面含義生澀，例如電解質(zhì)、化學鍵等。因此化學概念教學方法不能一概而論。高中化學核心概念的教學不僅應該與學生的生活相互聯(lián)系，使其帶有一定的生活色彩，同時教師應該厘定每個核心概念本質(zhì)，為學生開啟化學科學思維和認識能力提升打開一條條新的通道。 根據(jù)建構(gòu)主義理論，學生對許多化學概念知識并非一無所知，在課前他們通過各種途徑獲得了一些相關(guān)信息。本論文是在學習和應用前人對概念轉(zhuǎn)變理論研究的基礎(chǔ)上，將正確獲得科學概念之前的概念都稱為“前概念”。這些前概念可能會幫助學生順利地學習新的概念，也可能對新概念的理解起誤導作用。其中包括一些表面的、甚至是錯誤的概念，國外學者稱之為“迷思概念”。要建構(gòu)科學概念必須過問學生的前概念、矯正迷思概念。 筆者首先篩選出高一學生學習化學課程中的核心概念，并對存在的化學前概念進行探查和其形成原因進行分析。選用的教材是山東科技出版社必修化學1和必修化學2。研究的核心概念是電解質(zhì)、氧化還原反應、化學鍵和原電池。探查學生關(guān)于它們可能存有的前概念，最終的落腳點是為促進化學核心概念轉(zhuǎn)變的教學設計提供參考依據(jù)。 最后以原電池概念的教學為例，分析學生頭腦中存在的前概念，根據(jù)前概念內(nèi)容巧妙地設計問題教學情境，引發(fā)新情境與學生已有認知上的沖突，，使得學生產(chǎn)生概念轉(zhuǎn)變的意愿，激發(fā)其求知欲；通過小組交流合作，分組實驗探究、提供實證、建立原電池概念認識模型等環(huán)節(jié)，幫助學生解決僅憑原有概念不能處理的問題，促使學生前概念向新概念也就是科學概念的轉(zhuǎn)變。利用練習等方式使學生及時反饋，鞏固科學概念。筆者設計了原電池的相關(guān)題目對學生進行后測，然后對數(shù)據(jù)進行分析，發(fā)現(xiàn)促進概念轉(zhuǎn)變的教學策略確實有效。 為了有效地實施概念轉(zhuǎn)變的課題研究，采用的研究方法主要有四種。（1）文獻法。通過查找、閱讀文獻，收集前人研究的概念轉(zhuǎn)變理論，借鑒其成果，反思概念轉(zhuǎn)變在實際教學中的應用價值，設計促進化學核心轉(zhuǎn)變的教學模式。（2）調(diào)查問卷法。編制相關(guān)問題制作調(diào)查問卷，探查高一四個班的學生對原電池等概念的前概念。（3）訪談法。根據(jù)學生的實際情況進行訪談，診斷出學生對化學概念的前概念，以便有針對性地進行教學。（4）行動研究法。制定原電池的概念轉(zhuǎn)變教學計劃，提出研究的具體教學問題，設計促進概念轉(zhuǎn)變的教學模式和教學策略，整理、分析、評價教學效果并進行展望。
[Abstract]:China's high school chemistry curriculum advocates changing the concept of chemical knowledge, emphasizing the teaching of conceptual knowledge including the main concept of chemistry, the system of concept and the basic concept of chemistry. The learning of the core concept of chemistry has risen to a high position. The scientific understanding of the core concept of chemistry can promote the development of the individual knowledge construction and improve the quality of the subject. The concept of learning includes the name of the representation concept and the scientific definition of revealing the connotation of the concept. The names of some concepts have an obvious literal meaning, such as atoms and molecules; but there are some concepts, such as electrolytes and chemical bonds, such as electrolytes and chemical bonds. Therefore, the teaching method of chemical concepts can not be generalized. The teaching of the core concept of chemistry in high school Learning should not only relate to the life of the students, but also make it with a certain color of life. At the same time, teachers should define the essence of each core concept, and open a new channel for students to open their chemical scientific thinking and cognitive ability.
According to the constructivist theory, students do not know nothing about the knowledge of chemical concepts. They have obtained some relevant information through various ways before class. This paper is based on the study and application of previous research on conceptual transformation theory, and the concepts before obtaining the correct concept of scientific concept are called "the former concept". It can help students to learn new concepts smoothly, and may also mislead the understanding of new concepts. It includes some superficial, even wrong concepts. Foreign scholars call it "the concept of myth". To construct scientific concepts, the concept of the students must be questioned by Jiao Zhengmi.
The author first screened the core concepts in the chemistry course of high school students, and analyzed the existing concept of chemical preconceptions and the reasons for their formation. The core concepts of the required chemistry 1 and the required chemistry 2. in Shandong science and Technology Press are electrolytes, oxygen reduction reactions, chemical bonds and primary batteries. As for the former concepts they may have, the final foothold is to provide reference for promoting the teaching design of the transformation of chemical core concepts.
Finally, taking the teaching of the concept of the original battery as an example, it analyzes the pre concept existing in the mind of the students, designs the teaching situation skillfully according to the content of the former concept, triggers the conflict between the new situation and the students, and makes the students produce the intention of the concept transformation and stimulate their desire for knowledge. In order to help students to solve the problems that can not be dealt with by the original concept, it helps students to change the concept from the new concept to the concept of science. The analysis of data shows that teaching strategies that promote conceptual change are effective.
In order to carry out the research of conceptual change effectively, there are four main methods of research. (1) literature method. Through searching, reading literature, collecting the theory of conceptual change of previous research, drawing on its achievements, rethinking the application value of concept transformation in practical teaching, and designing the teaching mode to promote the transformation of chemical core. (2) questionnaire method. Make a questionnaire and explore the former concept of the primary battery in the 14 classes. (3) interview method. Interview the students according to the actual situation of the students, diagnose the students' pre concept of the concept of chemistry in order to carry out the teaching. (4) action research method. To study the specific teaching problems, design the teaching mode and teaching strategy to promote conceptual change, collate, analyze, evaluate the teaching effect and prospect.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
本文編號：2135635
[Abstract]:China's high school chemistry curriculum advocates changing the concept of chemical knowledge, emphasizing the teaching of conceptual knowledge including the main concept of chemistry, the system of concept and the basic concept of chemistry. The learning of the core concept of chemistry has risen to a high position. The scientific understanding of the core concept of chemistry can promote the development of the individual knowledge construction and improve the quality of the subject. The concept of learning includes the name of the representation concept and the scientific definition of revealing the connotation of the concept. The names of some concepts have an obvious literal meaning, such as atoms and molecules; but there are some concepts, such as electrolytes and chemical bonds, such as electrolytes and chemical bonds. Therefore, the teaching method of chemical concepts can not be generalized. The teaching of the core concept of chemistry in high school Learning should not only relate to the life of the students, but also make it with a certain color of life. At the same time, teachers should define the essence of each core concept, and open a new channel for students to open their chemical scientific thinking and cognitive ability.
According to the constructivist theory, students do not know nothing about the knowledge of chemical concepts. They have obtained some relevant information through various ways before class. This paper is based on the study and application of previous research on conceptual transformation theory, and the concepts before obtaining the correct concept of scientific concept are called "the former concept". It can help students to learn new concepts smoothly, and may also mislead the understanding of new concepts. It includes some superficial, even wrong concepts. Foreign scholars call it "the concept of myth". To construct scientific concepts, the concept of the students must be questioned by Jiao Zhengmi.
The author first screened the core concepts in the chemistry course of high school students, and analyzed the existing concept of chemical preconceptions and the reasons for their formation. The core concepts of the required chemistry 1 and the required chemistry 2. in Shandong science and Technology Press are electrolytes, oxygen reduction reactions, chemical bonds and primary batteries. As for the former concepts they may have, the final foothold is to provide reference for promoting the teaching design of the transformation of chemical core concepts.
Finally, taking the teaching of the concept of the original battery as an example, it analyzes the pre concept existing in the mind of the students, designs the teaching situation skillfully according to the content of the former concept, triggers the conflict between the new situation and the students, and makes the students produce the intention of the concept transformation and stimulate their desire for knowledge. In order to help students to solve the problems that can not be dealt with by the original concept, it helps students to change the concept from the new concept to the concept of science. The analysis of data shows that teaching strategies that promote conceptual change are effective.
In order to carry out the research of conceptual change effectively, there are four main methods of research. (1) literature method. Through searching, reading literature, collecting the theory of conceptual change of previous research, drawing on its achievements, rethinking the application value of concept transformation in practical teaching, and designing the teaching mode to promote the transformation of chemical core. (2) questionnaire method. Make a questionnaire and explore the former concept of the primary battery in the 14 classes. (3) interview method. Interview the students according to the actual situation of the students, diagnose the students' pre concept of the concept of chemistry in order to carry out the teaching. (4) action research method. To study the specific teaching problems, design the teaching mode and teaching strategy to promote conceptual change, collate, analyze, evaluate the teaching effect and prospect.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
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