發(fā)布時(shí)間：2018-03-28 11:10

  本文選題：四重表征　切入點(diǎn)：中學(xué)化學(xué)　出處：《合肥師范學(xué)院》2017年碩士論文

【摘要】：我國(guó)教育秉承立德樹(shù)人的宗旨,發(fā)展學(xué)生核心素養(yǎng),致力于培養(yǎng)能夠勝任社會(huì)的未來(lái)接班人。通過(guò)化學(xué)教育培養(yǎng)化學(xué)學(xué)科素養(yǎng)是培養(yǎng)學(xué)生核心素養(yǎng)的一個(gè)重要途徑�；瘜W(xué)學(xué)科素養(yǎng)的宏微結(jié)合正是四重表征的兩個(gè)表征方式,因此從四重表征出發(fā)研究中學(xué)化學(xué)教學(xué)有利于培養(yǎng)學(xué)生的核心素養(yǎng)。本研究以四重表征思維方式作為指導(dǎo),研究中學(xué)電化學(xué)的整體知識(shí)框架,構(gòu)建電化學(xué)知識(shí)體系,通過(guò)文獻(xiàn)查閱和實(shí)際調(diào)查,收集數(shù)據(jù),分析目前四重表征在中學(xué)電化學(xué)教學(xué)中的應(yīng)用情況,分析得出優(yōu)化的教學(xué)策略,以期其積極意義能促進(jìn)中學(xué)化學(xué)教學(xué)的發(fā)展。結(jié)合具體的教學(xué)內(nèi)容,四種表征之間相互轉(zhuǎn)換、協(xié)調(diào)配合,幫助學(xué)生了解化學(xué)知識(shí),從宏觀物質(zhì)或宏觀現(xiàn)象形成宏觀表征,從微觀結(jié)構(gòu)呈現(xiàn)微觀表征,在宏觀、微觀基礎(chǔ)上識(shí)記物質(zhì)的符號(hào),形成符號(hào)表征,通過(guò)曲線表示了解化學(xué)反應(yīng)過(guò)程,由此形成對(duì)化學(xué)物質(zhì)或化學(xué)變化的整體認(rèn)識(shí)。通過(guò)調(diào)查分析發(fā)現(xiàn)少數(shù)學(xué)生在四重表征之間存在認(rèn)知障礙,部分學(xué)生對(duì)四重表征的轉(zhuǎn)換不是特別熟練等問(wèn)題。對(duì)以上問(wèn)題做了初步分析,并提出改善的教學(xué)策略:組織實(shí)物教學(xué),增加學(xué)生宏觀表征的體驗(yàn);合理開(kāi)發(fā)使用微觀教具,增強(qiáng)微觀結(jié)構(gòu)的可視化;厘清化學(xué)符號(hào)的內(nèi)涵,強(qiáng)調(diào)符號(hào)表征的過(guò)渡作用;結(jié)合手持技術(shù),利用曲線表征幫助學(xué)生理解化學(xué)反應(yīng)過(guò)程;強(qiáng)化在四重表征間進(jìn)行轉(zhuǎn)化的意識(shí)和能力。并且設(shè)計(jì)了教學(xué)案例,供教師和研究者思考。利用四重表征進(jìn)行電化學(xué)教學(xué)對(duì)幫助學(xué)生理解知識(shí)體系,培養(yǎng)科學(xué)探究能力和化學(xué)學(xué)科素養(yǎng),將理論應(yīng)用于實(shí)踐都起著重要的作用。
[Abstract]:China's education adheres to the purpose of building up people and developing students' core accomplishment. It is an important way to cultivate students' core literacy through chemistry education. Therefore, the study of chemistry teaching in middle school from the perspective of quadruple representation is beneficial to the cultivation of students' core literacy. Under the guidance of the thinking mode of quadruple representation, this study studies the overall knowledge framework of electrochemistry in middle schools and constructs the electrochemical knowledge system. Through literature review and actual investigation, collecting data, analyzing the application of quadruple representation in electrochemical teaching in middle school, and analyzing the optimized teaching strategy, In the hope that its positive significance can promote the development of chemistry teaching in middle school, combining with the specific teaching contents, the four representations can be transformed into each other, coordinate with each other, help students to understand chemical knowledge, and form macroscopic representation from macroscopic material or macroscopic phenomenon. From the microscopic structure to present microscopic representation, on the macro and micro basis to remember the symbol of the substance, form symbolic representation, through the curve to understand the chemical reaction process, As a result, an overall understanding of chemical substances or chemical changes was formed. Through investigation and analysis, it was found that a small number of students had cognitive disorders between the four representations. Some students are not particularly proficient in the conversion of quadruple representation. This paper makes a preliminary analysis of the above problems, and puts forward some improved teaching strategies: organizing physical teaching, increasing students' experience of macroscopic representation, developing and using micro teaching aids reasonably, Enhancing the visualization of microstructure, clarifying the connotation of chemical symbols, emphasizing the transitional role of symbolic representation, using curve representation to help students understand the chemical reaction process, combining with handheld technology; To strengthen the consciousness and ability of transformation between four representations, and design teaching cases for teachers and researchers to think. Electrochemical teaching with quadruple representation can help students understand the knowledge system. It plays an important role to cultivate scientific inquiry ability and chemistry literacy and to apply theory to practice.
【學(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

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