【摘要】：在社會(huì)文明快速發(fā)展的當(dāng)下,科學(xué)能力成為科學(xué)社會(huì)衡量人才的重要標(biāo)準(zhǔn)之一�？茖W(xué)能力不僅包括科學(xué)知識(shí)的掌握,而且包括科學(xué)能力的培養(yǎng)�？茖W(xué)能力對(duì)于個(gè)人發(fā)展影響更為久遠(yuǎn),然而科學(xué)能力集中體現(xiàn)為探究能力。探究能力不是與生俱來的,學(xué)習(xí)者可以通過經(jīng)歷發(fā)現(xiàn)、構(gòu)想、抉擇、歸納和評(píng)價(jià)等具有探究特征的學(xué)習(xí)過程,來提升和發(fā)展探究能力。本文研究旨在以探究能力培養(yǎng)為價(jià)值取向,設(shè)計(jì)在電子書包環(huán)境支撐下的初中化學(xué)實(shí)驗(yàn)探究教學(xué)模式。首先,針對(duì)電子書包、初中化學(xué)實(shí)驗(yàn)、探究學(xué)習(xí)和教學(xué)模式等基礎(chǔ)性概念進(jìn)行厘清,并對(duì)探究學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論、人本主義學(xué)習(xí)理論、信息技術(shù)與課程整合理論以及初中化學(xué)新課程標(biāo)準(zhǔn)進(jìn)行分析。然后,選定問卷和訪談的調(diào)查方法,對(duì)吉林省長春市某中學(xué)的部分教師和學(xué)生進(jìn)行現(xiàn)狀調(diào)研并進(jìn)行數(shù)據(jù)統(tǒng)計(jì)分析,總結(jié)發(fā)現(xiàn)化學(xué)實(shí)驗(yàn)課教學(xué)主要關(guān)注公式講解,很少涉及學(xué)生探究能力的培養(yǎng)、學(xué)生使用電子書包的興趣濃厚、傳統(tǒng)教學(xué)模式不適應(yīng)課堂教學(xué)等問題。然后,在智慧教育理念指導(dǎo)下,構(gòu)建了電子書包環(huán)境下的探究教學(xué)模式,進(jìn)而依據(jù)初中化學(xué)實(shí)驗(yàn)探究學(xué)習(xí)特征對(duì)該模式進(jìn)行變式,最終提出電子書包環(huán)境下的初中化學(xué)實(shí)驗(yàn)探究教學(xué)模式。最后,以《實(shí)驗(yàn)室制取二氧化碳?xì)怏w》為例應(yīng)用模式,分析該模式的有效性。在系統(tǒng)研究的基礎(chǔ),本文總結(jié)出兩大研究結(jié)論:(1)將電子書包作為技術(shù)支撐應(yīng)用于初中化學(xué)實(shí)驗(yàn)學(xué)習(xí)是教師在教學(xué)中培養(yǎng)學(xué)生探究能力的有效途徑。(2)基于電子書包的初中化學(xué)探究教學(xué)模式:技術(shù)的豐富性和混合性支撐課前、課中和課后三個(gè)過程。課前——構(gòu)想實(shí)驗(yàn)方案、學(xué)生主動(dòng)思考,經(jīng)歷構(gòu)想的探究過程;課中——實(shí)踐探究方案,學(xué)生抉擇資源、觀察現(xiàn)象、記錄數(shù)據(jù)、統(tǒng)計(jì)結(jié)果、歸納結(jié)論、評(píng)價(jià)反思,經(jīng)歷思維訓(xùn)練的學(xué)習(xí)過程;課后——鞏固提升,學(xué)生自我練習(xí)、加深理解,經(jīng)歷鞏固提高的學(xué)習(xí)過程。
[Abstract]:With the rapid development of social civilization, scientific ability has become one of the important standards for measuring talents in scientific society. Scientific ability includes not only the mastery of scientific knowledge, but also the cultivation of scientific ability. Scientific ability has a long-term influence on individual development, but scientific ability is concentrated on inquiry ability. Inquiry ability is not innate. Learners can improve and develop inquiry ability through experience discovery, conception, choice, induction and evaluation. The purpose of this study is to design a teaching model of junior high school chemistry experiment based on the environment of electronic schoolbag, which takes the cultivation of inquiry ability as the value orientation. First of all, the basic concepts of electronic schoolbag, junior high school chemistry experiment, inquiry learning and teaching model are clarified, and the inquiry learning theory, the constructivism learning theory, the humanism learning theory, etc. Information technology and curriculum integration theory and junior high school chemistry curriculum standards are analyzed. Then, the questionnaire and interview methods are selected to investigate the current situation of some teachers and students in a middle school in Changchun, Jilin Province, and the data are statistically analyzed. It is found that the main concern formula of chemical experiment teaching is explained. It seldom involves the cultivation of students' inquiry ability, the students' strong interest in using electronic schoolbags, and the traditional teaching mode is not suitable for classroom teaching and so on. Then, under the guidance of the concept of intelligent education, the inquiry teaching model under the environment of electronic schoolbag is constructed, and then the model is changed according to the characteristics of chemical experiment inquiry learning in junior high school. Finally, it puts forward the inquiry teaching mode of chemistry experiment in junior high school under the environment of electronic schoolbag. Finally, the effectiveness of the model is analyzed by taking the model of making carbon dioxide gas in laboratory as an example. On the basis of systematic research, This paper summarizes two conclusions: (1) applying electronic schoolbag as technical support to junior high school chemistry experiment learning is an effective way for teachers to cultivate students' inquiry ability in teaching. (2) Electronic schoolbag based junior high school. Chemistry inquiry teaching model: technology richness and mixing support before class, There are three processes in and after class. Pre-class-conceiving experimental scheme, students actively thinking, experiencing the inquiry process of conception; In class-practice inquiry program, students choose resources, observe phenomena, record data, statistical results, inductive conclusions, evaluation and reflection, experience the learning process of thinking training; After-class-consolidate promotion, students self-practice, deepen understanding, experience consolidation and improvement of the learning process.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8;G434

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