本文選題：微課資源 + 初中化學　； 參考：《內(nèi)蒙古師范大學》2017年碩士論文

【摘要】：內(nèi)蒙古地區(qū)的旗(縣)中學,受限于地理環(huán)境、經(jīng)濟文化、教學條件等多方面制約,辦學水平處于較低層次。盡管這類學校近年來也在嘗試推進某些方面的教學改革,意在提升辦學質(zhì)量,但從筆者所在學校的實踐經(jīng)驗來看,以往課改措施的實際成效與預期估計存在較大落差。筆者所在校的初中化學教學實際情況是:限于經(jīng)費,很多化學實驗不能實際進行;受擇校的影響,學習能力強的學生流轉(zhuǎn)它校,在讀學生基礎相對薄弱,主動學習動力不足,自主學習意識淡漠。針對這一狀況,本研究著眼于設計、制作一些相關教學內(nèi)容的微課資源,嘗試將微課資源支持下的翻轉(zhuǎn)課堂教學模式運用初三化學教學中,以期提高學生的學習成績和自主學習能力。籍此探尋提高初中化學課程教學質(zhì)量的具體策略,旨在為同類學校、同一學段、同類課程的教改開展提供參考與借鑒。本研究主要采用實驗法進行,并將文獻調(diào)研、問卷調(diào)查、訪談等多種方法綜合運用。研究采用實驗組對照組前后測設計。先利用前期有關數(shù)據(jù)選取起點基本相同的兩個班(實驗班和對照班),并選擇初中化學“構成物質(zhì)的微�！眴卧M行微課教學設計及錄制;然后在實驗班采用微課資源支持下的翻轉(zhuǎn)課堂教學模式開展教學,對照班仍采用傳統(tǒng)常規(guī)的以教為主教學模式,實驗過程中注意對干擾變量加以控制;實驗后測以學校月考試卷為主要依據(jù),從中遴選出與微課學習直接相關的內(nèi)容,采集習題測試數(shù)據(jù)進行統(tǒng)計推斷分析,檢驗研究假設;實驗研究后期,對學生開展問卷調(diào)查和訪談,綜合統(tǒng)計推斷和問卷訪談結(jié)果得出研究結(jié)論。初步的分析結(jié)果表明,微課資源支持下的翻轉(zhuǎn)課堂教學模式有助于提高初中生的化學學習成績,利于自主學習能力的培養(yǎng)。本文最后,對整個實驗研究過程進行了反思,找出了其中存在的主要不足,明確今后進一步的努力方向。
[Abstract]:The flag (county) middle schools in Inner Mongolia are restricted by geographical environment, economy and culture, teaching conditions and so on, and the level of running a school is at a lower level. Although this kind of school is trying to promote some aspects of teaching reform in recent years in order to improve the quality of running a school, but from the practical experience of my school, there is a big gap between the actual effect of the previous curriculum reform measures and the expected estimate. The actual situation of chemistry teaching in junior high school is: limited to funds, many chemical experiments can not be carried out practically; students with strong learning ability are transferred to other schools under the influence of school selection, and the students' foundation is relatively weak, and the active learning motivation is insufficient. The consciousness of autonomous learning is indifferent. In view of this situation, this research focuses on designing and making some micro-lesson resources of related teaching contents, and tries to apply the flipping classroom teaching model supported by micro-lesson resources to junior high school chemistry teaching. In order to improve students' academic performance and autonomous learning ability. The purpose of this paper is to provide reference and reference for the development of the teaching reform of the same school, the same learning section and the same curriculum in order to explore the specific strategies to improve the teaching quality of the chemistry course in junior high school. This research mainly adopts the experimental method, and the literature investigation, the questionnaire survey, the interview and so on many kinds of methods synthetically uses. The experimental group was designed before and after the test. First, two classes with the same starting point (the experimental class and the control class) were selected by using the related data in the early stage, and the micro-course teaching design and recording were carried out by selecting the "particle of the constituent matter" unit of junior high school chemistry. Then the experimental class adopts the flipping classroom teaching mode supported by the micro-lesson resources, while the control class still adopts the traditional teaching-oriented teaching mode, and pays attention to the control of the disturbance variables in the process of experiment. After the experiment, the main basis of the test paper is the school monthly test paper, from which the contents directly related to the micro-lesson learning are selected, and the data of the exercise test are collected for statistical inference and analysis, and the research hypotheses are tested; at the later stage of the experimental study, Questionnaires and interviews were conducted to the students, and comprehensive statistical inference and questionnaire interviews were conducted to draw the conclusion of the research. The results show that the flipped classroom teaching model with the support of micro-course resources is helpful to improve junior high school students' chemistry learning achievement and to cultivate their autonomous learning ability. At the end of this paper, the author reflects on the whole process of experimental research, finds out the main shortcomings, and makes clear the direction of further efforts in the future.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8;G434

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