“化學平衡”學習難點成因分析與教學設計研究
發(fā)布時間：2018-09-03 15:54
【摘要】：“化學平衡”理論(包括電離平衡、水解平衡、溶解平衡)一直是廣大化學教師教學與學生學習的重點與難點所在。化學平衡不僅是高中化學重要的教學內容,也是教師和學生在教學過程與學習過程中的難點。研究“化學平衡”學習難點成因及教學設計的開發(fā),不僅可以幫助一線教師分析學生學習“化學平衡”過程中存在的學習難點,順利建立宏觀與微觀之間的聯系,又可以提高教師教學效果。通過對國內外現狀的分析,發(fā)現國外對這部分內容的研究著重于學生所存在的前概念、錯誤概念。國內的化學平衡有關于迷思概念、前概念的研究。還有化學平衡教學策略的研究,但主要集中于某一化學問題的解決,如等效平衡、化學平衡常數、化學平衡的計算等,而對“化學平衡”學習難點成因分析以及教學設計開發(fā)的研究并不多。為了分析“化學平衡”學習難點成因以及為教師教學提出合理化建議,本研究從以下三個方面進行;首先,通過對一線的富有豐富教學經驗的高中化學教師進行問卷調查與訪談,了解學生在學習化學平衡的過程中存在的易錯知識點和問題,便于從直觀角度了解學生學習困難的原因以及教師在教學過程中運用何種教學策略順利突破重難點,化繁為簡,從而為教學設計的研究提供一定的幫助;其次,根據對第一份調查問卷的分析,以及與教師的交流,以概念轉變理論、三重表征理論、建構主義理論為依據設計化學平衡部分的教學內容,并實施于實驗班;第三,編制《化學平衡測試問卷》,對實驗班和對照班進行測試,量化教學效果,最終,完善教學設計。通過本研究得出以下結論:第一:學生在學習化學平衡過程中對等效平衡、化學平衡的計算以及化學反應速率圖像等知識點問題比較突出。第二:學生的錯誤概念主要出現在化學平衡建立過程中的反應方向、化學平衡狀態(tài)的判斷、外界條件變化對反應速率的影響、外界條件變化對化學平衡的影響。第三:通過以概念轉變理論、三重表征理論、建構主義理論為依據開展的教學設計對轉變學生錯誤概念、構建宏觀表征與微觀表征的聯系、提高教學效果方面有一定的可行性和有效性。
[Abstract]:The theory of "chemical equilibrium" (including ionization equilibrium, hydrolytic equilibrium and dissolution equilibrium) has always been the focus and difficulty in the teaching and learning of chemistry teachers and students. Chemical balance is not only an important teaching content of chemistry in senior high school, but also a difficulty for teachers and students in the process of teaching and learning. The study of the causes of learning difficulties and the development of teaching design can not only help front-line teachers analyze the learning difficulties existing in the process of students' learning "chemical balance", but also smoothly establish the relationship between macro and micro. It can also improve the teaching effect of teachers. Through the analysis of the present situation at home and abroad, it is found that the foreign research on this part of the content focuses on the pre-concept and the wrong concept of the students. Chemical equilibrium in China has been studied on the concept of myth and preconception. There are also studies on the teaching strategies of chemical equilibrium, but they mainly focus on solving certain chemical problems, such as equivalent equilibrium, chemical equilibrium constants, calculation of chemical equilibrium, etc. However, there are few studies on the study difficulty of chemical balance and the development of teaching design. In order to analyze the causes of the learning difficulties of "chemical balance" and to put forward reasonable suggestions for teachers' teaching, this study is carried out from the following three aspects: first of all, Through the questionnaire survey and interview of the chemistry teachers with rich teaching experience in the front line, we can find out the error-prone knowledge points and problems existing in the process of students' learning chemical balance. It is convenient to understand the causes of students' learning difficulties from an intuitive point of view and what teaching strategies teachers use in the teaching process to successfully break through the heavy difficulties and simplify them so as to provide some help for the study of teaching design. According to the analysis of the first questionnaire and the communication with the teachers, based on the theory of conceptual transformation, the theory of triple representation and the theory of constructivism, the teaching contents of the chemical balance part are designed and implemented in the experimental class. The chemical balance test questionnaire was compiled, the experimental class and the control class were tested, the teaching effect was quantified, and the teaching design was improved. The main conclusions are as follows: firstly, the problems of equivalent equilibrium, calculation of chemical equilibrium and the image of chemical reaction rate are prominent in the process of studying chemical equilibrium. Second, the students' misconception mainly appears in the reaction direction, the judgement of the chemical equilibrium state, the influence of the change of the external condition on the reaction rate, and the influence of the change of the external condition on the chemical equilibrium during the process of establishing the chemical equilibrium. Thirdly, through the teaching design based on conceptual transformation theory, triple representation theory and constructivism theory, the relationship between macro representation and micro representation is constructed. It is feasible and effective to improve the teaching effect.
【學位授予單位】：青海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
本文編號：2220452
[Abstract]:The theory of "chemical equilibrium" (including ionization equilibrium, hydrolytic equilibrium and dissolution equilibrium) has always been the focus and difficulty in the teaching and learning of chemistry teachers and students. Chemical balance is not only an important teaching content of chemistry in senior high school, but also a difficulty for teachers and students in the process of teaching and learning. The study of the causes of learning difficulties and the development of teaching design can not only help front-line teachers analyze the learning difficulties existing in the process of students' learning "chemical balance", but also smoothly establish the relationship between macro and micro. It can also improve the teaching effect of teachers. Through the analysis of the present situation at home and abroad, it is found that the foreign research on this part of the content focuses on the pre-concept and the wrong concept of the students. Chemical equilibrium in China has been studied on the concept of myth and preconception. There are also studies on the teaching strategies of chemical equilibrium, but they mainly focus on solving certain chemical problems, such as equivalent equilibrium, chemical equilibrium constants, calculation of chemical equilibrium, etc. However, there are few studies on the study difficulty of chemical balance and the development of teaching design. In order to analyze the causes of the learning difficulties of "chemical balance" and to put forward reasonable suggestions for teachers' teaching, this study is carried out from the following three aspects: first of all, Through the questionnaire survey and interview of the chemistry teachers with rich teaching experience in the front line, we can find out the error-prone knowledge points and problems existing in the process of students' learning chemical balance. It is convenient to understand the causes of students' learning difficulties from an intuitive point of view and what teaching strategies teachers use in the teaching process to successfully break through the heavy difficulties and simplify them so as to provide some help for the study of teaching design. According to the analysis of the first questionnaire and the communication with the teachers, based on the theory of conceptual transformation, the theory of triple representation and the theory of constructivism, the teaching contents of the chemical balance part are designed and implemented in the experimental class. The chemical balance test questionnaire was compiled, the experimental class and the control class were tested, the teaching effect was quantified, and the teaching design was improved. The main conclusions are as follows: firstly, the problems of equivalent equilibrium, calculation of chemical equilibrium and the image of chemical reaction rate are prominent in the process of studying chemical equilibrium. Second, the students' misconception mainly appears in the reaction direction, the judgement of the chemical equilibrium state, the influence of the change of the external condition on the reaction rate, and the influence of the change of the external condition on the chemical equilibrium during the process of establishing the chemical equilibrium. Thirdly, through the teaching design based on conceptual transformation theory, triple representation theory and constructivism theory, the relationship between macro representation and micro representation is constructed. It is feasible and effective to improve the teaching effect.
【學位授予單位】：青海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
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