【摘要】：時(shí)代在發(fā)展,社會(huì)對(duì)技術(shù)人才的需求不斷擴(kuò)大,要求也逐漸提高。但高校擴(kuò)招的持續(xù)升溫,普通高中招生規(guī)模的不斷擴(kuò)大,致使中職學(xué)校的招生難度越來越大,學(xué)生的素質(zhì)和數(shù)量逐年下降。學(xué)生在學(xué)習(xí)成績(jī)、習(xí)慣、能力和興趣上存在較大差異。若仍采用統(tǒng)一的教學(xué)標(biāo)準(zhǔn)和方法去施教,顯然是不能取得良好的教學(xué)效果的,學(xué)生的個(gè)性也不能得到很好的發(fā)展。而且中職學(xué)校的學(xué)生對(duì)化學(xué)缺乏學(xué)習(xí)興趣,認(rèn)為枯燥乏味,找不到學(xué)習(xí)的動(dòng)力。因此,針對(duì)學(xué)生特點(diǎn)進(jìn)行分層教學(xué)研究,對(duì)中職學(xué)校提高學(xué)生化學(xué)學(xué)習(xí)能力具有現(xiàn)實(shí)的指導(dǎo)意義。本文共包含七個(gè)部分:第一部分是問題的提出;第二部分對(duì)國(guó)內(nèi)分層教學(xué)的歷史及現(xiàn)狀進(jìn)行了綜述,闡述了分層教學(xué)的涵義及特點(diǎn);第三部分指出了本文的研究目的、方法和內(nèi)容;第四部分是本文關(guān)于中職學(xué)�；瘜W(xué)分層教學(xué)的理論構(gòu)想。簡(jiǎn)述了分層教學(xué)的理論依據(jù),提出以學(xué)生意愿為前提、以發(fā)展方向?yàn)橹饕罁?jù)的“顯性與隱性”相結(jié)合的分層模式,以及“分層定位教學(xué)目標(biāo)→分層質(zhì)疑→分層練習(xí)→分層輔導(dǎo)→分層布置作業(yè)→分層評(píng)價(jià)與考核”的教學(xué)策略;第五部分是分層教學(xué)的實(shí)施。本文以本校化工專業(yè)3個(gè)班的學(xué)生為研究對(duì)象,根據(jù)構(gòu)建的分層方式和教學(xué)操作模式,在《分析化學(xué)》這門課程中進(jìn)行實(shí)踐。設(shè)計(jì)調(diào)查問卷和訪談提綱,在研究初始,對(duì)研究對(duì)象進(jìn)行問卷調(diào)查前測(cè),在課程結(jié)束時(shí)再次進(jìn)行問卷調(diào)查后測(cè)和對(duì)個(gè)別學(xué)生進(jìn)行訪談。第六部分是分層教學(xué)的效果分析。選用問卷調(diào)查法、觀察法和訪談法對(duì)分層教學(xué)實(shí)施情況進(jìn)行分析,了解學(xué)生的學(xué)習(xí)興趣、習(xí)慣、態(tài)度、學(xué)習(xí)能力、自我體驗(yàn)等方面的變化。實(shí)踐研究證明,分層次教學(xué)對(duì)中職學(xué)�；瘜W(xué)課的開展確實(shí)起到了一定的促進(jìn)作用,學(xué)生在學(xué)習(xí)中體會(huì)到了更多的樂趣,能更加積極主動(dòng)的進(jìn)行學(xué)習(xí),增強(qiáng)了自信心,對(duì)于學(xué)習(xí)習(xí)慣的養(yǎng)成和學(xué)習(xí)態(tài)度的端正也起到了很大的推動(dòng)作用,課堂效率得到了提升。第七部分是分層教學(xué)研究的結(jié)論與反思�？偨Y(jié)了在本校化學(xué)專業(yè)實(shí)行分層教學(xué)的好處,也提出了實(shí)踐過程中出現(xiàn)的一些問題,并針對(duì)這些問題提出了解決的辦法。
[Abstract]:With the development of the times, the social demand for technical talents is expanding and the requirements are increasing gradually. However, with the increasing enrollment of colleges and universities and the expanding enrollment scale of ordinary high schools, it is becoming more and more difficult for secondary vocational schools to enroll students, and the quality and quantity of students decrease year by year. Students have great differences in academic achievement, habits, abilities and interests. If we still adopt the unified teaching standards and methods to teach, it is obvious that we can not achieve good teaching results, and the students' personality can not be well developed. Moreover, students in secondary vocational schools lack interest in chemistry and find no motivation for learning. Therefore, it is of practical significance for secondary vocational schools to improve students' chemistry learning ability by means of stratified teaching research according to the characteristics of students. This paper consists of seven parts: the first part is the question, the second part summarizes the history and present situation of the stratified teaching in China, the meaning and characteristics of the layered teaching are expounded, the third part points out the purpose of this paper. The fourth part is the theoretical conception of chemistry stratification teaching in secondary vocational schools. This paper briefly introduces the theoretical basis of stratified teaching, and puts forward a stratified model combining "dominance and recessive", which is based on the students' wishes and the direction of development. And the teaching strategy of "stratified teaching objective and delamination question", the fifth part is the implementation of stratified teaching. This paper takes the students of three classes of chemical engineering major in our university as the research object, according to the layering way and the teaching operation mode, carries on the practice in the course "Analytical Chemistry". The questionnaire and interview outline were designed. At the beginning of the study, the subjects were tested before the questionnaire, and the students were interviewed again at the end of the course. The sixth part is the effect analysis of stratified teaching. Questionnaire survey, observation and interview were used to analyze the implementation of stratified teaching to find out the changes of students' learning interest, habit, attitude, learning ability and self-experience. The practical research has proved that the hierarchical teaching has played a certain role in promoting the development of chemistry courses in secondary vocational schools, students have experienced more fun in their study, they have been more active in learning, and their self-confidence has been enhanced. For the formation of learning habits and correct attitude also played a great role in promoting the efficiency of the classroom. The seventh part is the conclusion and reflection of layered teaching research. This paper summarizes the advantages of implementing stratified teaching in chemistry major in our university, and puts forward some problems in the course of practice, and puts forward some solutions to these problems.
【學(xué)位授予單位】：山東師范大學(xué)
【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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