發(fā)布時(shí)間：2019-04-20 11:52

【摘要】：發(fā)展學(xué)生的學(xué)習(xí)主動(dòng)性已經(jīng)成為當(dāng)今教育的主旨之一。課堂教學(xué)中,教師往往利用問題來促進(jìn)學(xué)生的思考和探究,從而發(fā)揮學(xué)生的積極主動(dòng)性。因而,提問成為了課堂教學(xué)中師生交流互動(dòng)的主要方式。然而,實(shí)踐中,教師的問題教學(xué)效果不佳。其中一個(gè)重要的原因是教師提出的問題零散、不系統(tǒng),從而影響了學(xué)生對(duì)知識(shí)的理解和思維的發(fā)展。因此,如何設(shè)計(jì)出環(huán)環(huán)相扣、層層遞進(jìn)的高質(zhì)量問題,成為了有效教學(xué)的關(guān)鍵。當(dāng)前,諸多學(xué)者就問題鏈的相關(guān)理論、原則、類型、策略等方面進(jìn)行了研究,但實(shí)踐層面相對(duì)薄弱,尤其是問題鏈教學(xué)的設(shè)計(jì)。對(duì)于問題鏈案例設(shè)計(jì)與實(shí)證的研究則相對(duì)匱乏。本研究在一定的理論基礎(chǔ)和實(shí)踐基礎(chǔ)上,遵循教學(xué)設(shè)計(jì)的一般思路,著眼于問題鏈的化學(xué)教學(xué)案例的開發(fā)與實(shí)踐。研究以高中化學(xué)動(dòng)力學(xué)相關(guān)內(nèi)容為載體,就新課與復(fù)習(xí)課兩種課型設(shè)計(jì)系列問題鏈教學(xué)案例,并以杭州市余杭區(qū)一中學(xué)高二年級(jí)某班43名學(xué)生為對(duì)象,進(jìn)行了教學(xué)實(shí)踐。同時(shí),通過問卷調(diào)查、測驗(yàn)、訪談、觀察等方法收集數(shù)據(jù),檢測教學(xué)案例實(shí)施的可行性與實(shí)效性。研究發(fā)現(xiàn),開發(fā)的問題鏈化學(xué)教學(xué)案例應(yīng)用于化學(xué)課堂中,能夠充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性、激發(fā)學(xué)生的學(xué)習(xí)興趣、提高學(xué)生的參與性、增強(qiáng)師生互動(dòng)、促進(jìn)學(xué)生化學(xué)知識(shí)的理解、提高化學(xué)學(xué)習(xí)成績、優(yōu)化化學(xué)課堂教學(xué)實(shí)踐。本研究進(jìn)一步豐富了問題鏈的教學(xué)實(shí)踐,所開發(fā)的案例及教學(xué)過程為廣大化學(xué)教師有效設(shè)計(jì)問題鏈及有效展開問題鏈教學(xué)提供了有有益的參考和借鑒。
[Abstract]:Developing students' learning initiative has become one of the main themes of today's education. In classroom teaching, teachers often use questions to promote students' thinking and inquiry, so as to give full play to students' initiative. Therefore, questioning has become the main way of interaction between teachers and students in classroom teaching. However, in practice, the teacher's problem teaching effect is not good. One of the important reasons is that the teachers' questions are scattered and not systematic, which affects the students' understanding of knowledge and the development of their thinking. Therefore, the key to effective teaching is how to design the high quality problem of ring-link and step-by-step progression. At present, many scholars have studied the related theories, principles, types and strategies of problem chain, but the practical level is relatively weak, especially in the design of problem chain teaching. For the problem chain case design and empirical research is relatively scarce. On the basis of certain theory and practice, this research follows the general idea of teaching design and focuses on the development and practice of chemistry teaching cases with problem chain. Based on the relevant contents of chemical dynamics in senior high school, this paper studies the teaching cases of two kinds of problem chain teaching in the design of new class and review class, and takes 43 students of Grade 2 in Yuhang District of Hangzhou City as the object to carry on the teaching practice in the teaching practice of 43 students in the second grade of senior high school in Yuhang District, Hangzhou City. At the same time, through questionnaires, tests, interviews, observations and other methods to collect data, to test the feasibility and effectiveness of teaching case implementation. It is found that the developed problem chain chemistry teaching cases can fully mobilize students' learning enthusiasm, stimulate students' interest in learning, improve students' participation and enhance teacher-student interaction. Promote students' understanding of chemistry knowledge, improve chemistry learning performance, optimize chemistry classroom teaching practice. This study further enriches the teaching practice of problem chain. The developed cases and teaching process provide a useful reference and reference for chemistry teachers to design and develop problem chain teaching effectively.
【學(xué)位授予單位】：杭州師范大學(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)：2461587