高中化学教学《元素化合物类》说课现状分析与研究
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摘要
说课是教师以教育教学理论为指导,在精心备课的基础上,面对专家、评委或同行用口头语言和有关辅助手段针对某一具体课题系统地谈自己的教学设想(或教学得失)及其理论依据,然后由听者对其进行评说,以达到相互交流、共同提高目的的一种行之有效的教学研究形式。说课现已在全国范围内得到了广泛的普及和认可,这项活动的开展对教师综合素质和教学质量的提高都有极大的作用。本文在前人研究的基础上,采用问卷调查和统计分析的方法对高中化学教学中说课现状进行了调查与分析。通过调查发现,目前高中化学教师在进行说课时还存在着一些问题,例如,由于有的教师理论水平有限导致说课时缺乏理论依据;有的教师在说课时说的过于详细,将“说课”变成了“缩课”;还有的教师在说课时只是将说课的基本环节按部就班的逐一说明,体现不出说课教师的个人风格和特色等等。希望通过本研究能够为高中化学教师提供一些有关说课的第一手资料,以供大家参考。
To say a lesson is a kind of valid teaching and research activity where on the basis of relative theories and careful preparation for lessons,a teacher talks about his own teaching conceive and its theoretial basis in fornt of some erperts , judges or collegues in verbal languages or with the aid of other auxiliary means , followed by comments of the audience in order to gain mutual communication and improvement. Now it has been spread across the whole nation and been widely accepted . This activity plays an vital part in cultivating teachers’comprehensive teaching ability and improving the teaching quality. Summarising the previous research , I conduct a survey and make an analysis about the present situation of senior high school chemistry lesson by adopting a guestionaire and statistics analytical method . Through investigation it is found that there exist many problems during the process of“saying a lesson”, for example, some lack relative theories , some express themselves in detail , as a result , they actually carry on a simplified one , and others dont have their own style or characteristics , only by speaking out the teaching procedures one by one.
I hope my paper can provide some first-hand materials about how to say a lesson for senior high school chemistry teachers.
To say a lesson is a kind of valid teaching and research activity where on the basis of relative theories and careful preparation for lessons,a teacher talks about his own teaching conceive and its theoretial basis in fornt of some erperts , judges or collegues in verbal languages or with the aid of other auxiliary means , followed by comments of the audience in order to gain mutual communication and improvement. Now it has been spread across the whole nation and been widely accepted . This activity plays an vital part in cultivating teachers’comprehensive teaching ability and improving the teaching quality. Summarising the previous research , I conduct a survey and make an analysis about the present situation of senior high school chemistry lesson by adopting a guestionaire and statistics analytical method . Through investigation it is found that there exist many problems during the process of“saying a lesson”, for example, some lack relative theories , some express themselves in detail , as a result , they actually carry on a simplified one , and others dont have their own style or characteristics , only by speaking out the teaching procedures one by one.
I hope my paper can provide some first-hand materials about how to say a lesson for senior high school chemistry teachers.
引文
[1]赵明.关于“说课”的理论探讨[J].中学语文教学参考,1998,7:57-59.
[2]栗亚冬.说课也要“说学生”[J].辽宁教育,2005,11:9-10.
[3]李家永.“说课”的意义与艺术[J].云南教育,1999,7、8:6-8.
[4]范蓓蕾.论说课活动对教师专业成长的期待[J].安徽教育学院学报,2004,22(5).
[5]郭东玲.坚持说课能有效的提高化学教学质量[J].太原教育学院学报,1999,1:38-40.
[6]王新喜,程现梅.开展说课活动的探索与思考[J].新乡教育学院学报,2002,26(3):63-65.
[7]赵桥.“说课”活动的利与弊[J].新乡教育学院学报,1998,4:32.
[8]吴邦藩,刘国旭.地理教育专业说课评价研究[J].南阳师范学院学报,2005,4(6):103-106.
[9]徐文基.化学教学论中开展“说课”的研究与实践[J].教育探索,2006,1:37-38.
[10]袁祖荣.说课与微格教学的结合探析[J].重庆教育学院学报,2005,18(1):94-98.
[11]彭云红.试论“说课”与地理教师素质的提高[D]:[硕士学位论文].巍山:云南师范大学,2005.
[12]彭涛.说课理论与中学实践研究[D]:[硕士学位论文].黄石:华中师范大学,2005.
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[19]韦扬江.试论在说课的背景分析过程中渗透新课程标准理念[J].教育与职业,2005,15:67-69.
[20]张志安.新课程改革与说课内容的扩展[J].课程.教材.教法,2006,26(4):21-25.
[21]刘建杰.学科教研的好形式——说课[J].新余高专学报,2001,6(1):66-68.
[22]张大好.校本教研之捷径——说课[J].开封教育学院学报,2004,24(3):70-71.
[23]魏先和.说课的心理学原理与技术[J].四川教育学院学报,1999,15(9):23-24.
[24]王琰.“说课”与教法和学法的改革[J].山西教育,2000,4:24-25.
[25]林坚.说课语言的艺术性[J].福建教育学院学报,2002,7:111.
[26]刘仕龙.谈谈如何使说课更深刻生动[J].中学数学,1999,8:11-12.
[27]杜惠英.开展说课活动是优化课堂教学的有效途径[J].南京高师学报,1998,14(2):95-98.
[28]石立山.说课在化学教研活动中的功能[J].中学化学教学参考,1998,8-9.
[29]张永超.说课的价值[J].中学数学教学,2006,4:11-12.
[30]曹建召.对说课的审视与反思[J].教学与管理,2006,1:5-7.
[31]张滨泉.在说课中要重视说学法[J].太原教育学院学报,2001,19(2).
[32]杨绪明.“说课”研究评述[J].漯河职业技术学院学报,2003,2(2):48-51.
[33]金建武.新课程下评课的内容和原则[J].内蒙古师范大学学报,2005,18(10):30-32.
[34]刘代钗,何新凤.说课质量评价体系的研制[J].中国林业教育,2002,6:30-32.
[35]侯水仙.谈师范生“说课”能力的培养[J].淮北煤炭师范学院学报,2006,24(6):137-139.
[36]蔡文联.“化学说课”法在教育实习中的应用[J].漳州师范学院学报,2001,14(3):69-72.
[37]刘丽,雷体南.“说课”技能训练与微格教学模式的研究[J].荆州师范学院学报,2002,25(2):126-128.
[38]中国教育报河南记者站.大面积提高教师素质的新形式——河南省新乡市红旗区开展“说课”活动调查[N].中国教育报,1991-12-24.
[39]霍振化.说课活动与教师素质[J].数学教师,1997,(6).
[40]杨舜山.语文教学“说课”刍论[J].语文教学与研究,1999,(3).
[41]肖第郁.新课程背景下教师专业化发展的思考[J].课程教材改革,2006,7-8:16-19.
[42]陆海东主编.教育心理学[M].长春市:东北师范大学出版社,2005.
[43]Arthur A.Carin,Joel E.Bass.Teaching Science as Inquiry(9th Edition).New Jersey:Merrill Prentice Hall,2001
[44]KennethD.Moore.(1992).Classroom Tesching SkillsMcGraw-Hill.Inc
[45]Ellis,R(1984).Classroom Secoond Language Develoment,gergamon:Bentice Hall.Venlier,(1988).The Classroom and the Language Learner,London:Longman.
[46]Erickson,F.(1986).Qualitative Methods in Research on Teaching.In M.C
[47]Slavin,R.E.(1990).Cooperative Learning:Theory,Research,and Practice,p.156.
[2]栗亚冬.说课也要“说学生”[J].辽宁教育,2005,11:9-10.
[3]李家永.“说课”的意义与艺术[J].云南教育,1999,7、8:6-8.
[4]范蓓蕾.论说课活动对教师专业成长的期待[J].安徽教育学院学报,2004,22(5).
[5]郭东玲.坚持说课能有效的提高化学教学质量[J].太原教育学院学报,1999,1:38-40.
[6]王新喜,程现梅.开展说课活动的探索与思考[J].新乡教育学院学报,2002,26(3):63-65.
[7]赵桥.“说课”活动的利与弊[J].新乡教育学院学报,1998,4:32.
[8]吴邦藩,刘国旭.地理教育专业说课评价研究[J].南阳师范学院学报,2005,4(6):103-106.
[9]徐文基.化学教学论中开展“说课”的研究与实践[J].教育探索,2006,1:37-38.
[10]袁祖荣.说课与微格教学的结合探析[J].重庆教育学院学报,2005,18(1):94-98.
[11]彭云红.试论“说课”与地理教师素质的提高[D]:[硕士学位论文].巍山:云南师范大学,2005.
[12]彭涛.说课理论与中学实践研究[D]:[硕士学位论文].黄石:华中师范大学,2005.
[13]戴汝潜.说课论[M].北京科技出版社,1996.
[14]徐世贵.怎样听课评课[M].沈阳市:辽宁民族出版社,2005.
[15]杨兆山,姚俊.教育学原理[M].大连市:辽宁师范大学出版社,2003.
[16]杨兆山.教育学[M].长春市:东北师范大学出版社,2006.
[17]朱慕菊.走进新课程,与课程实施者对话[M].北京市:北京师范大学出版社,2002.
[18]吴星.走进高中新课改,化学教师必读[M].南京市:南京师范大学出版社,2005.
[19]韦扬江.试论在说课的背景分析过程中渗透新课程标准理念[J].教育与职业,2005,15:67-69.
[20]张志安.新课程改革与说课内容的扩展[J].课程.教材.教法,2006,26(4):21-25.
[21]刘建杰.学科教研的好形式——说课[J].新余高专学报,2001,6(1):66-68.
[22]张大好.校本教研之捷径——说课[J].开封教育学院学报,2004,24(3):70-71.
[23]魏先和.说课的心理学原理与技术[J].四川教育学院学报,1999,15(9):23-24.
[24]王琰.“说课”与教法和学法的改革[J].山西教育,2000,4:24-25.
[25]林坚.说课语言的艺术性[J].福建教育学院学报,2002,7:111.
[26]刘仕龙.谈谈如何使说课更深刻生动[J].中学数学,1999,8:11-12.
[27]杜惠英.开展说课活动是优化课堂教学的有效途径[J].南京高师学报,1998,14(2):95-98.
[28]石立山.说课在化学教研活动中的功能[J].中学化学教学参考,1998,8-9.
[29]张永超.说课的价值[J].中学数学教学,2006,4:11-12.
[30]曹建召.对说课的审视与反思[J].教学与管理,2006,1:5-7.
[31]张滨泉.在说课中要重视说学法[J].太原教育学院学报,2001,19(2).
[32]杨绪明.“说课”研究评述[J].漯河职业技术学院学报,2003,2(2):48-51.
[33]金建武.新课程下评课的内容和原则[J].内蒙古师范大学学报,2005,18(10):30-32.
[34]刘代钗,何新凤.说课质量评价体系的研制[J].中国林业教育,2002,6:30-32.
[35]侯水仙.谈师范生“说课”能力的培养[J].淮北煤炭师范学院学报,2006,24(6):137-139.
[36]蔡文联.“化学说课”法在教育实习中的应用[J].漳州师范学院学报,2001,14(3):69-72.
[37]刘丽,雷体南.“说课”技能训练与微格教学模式的研究[J].荆州师范学院学报,2002,25(2):126-128.
[38]中国教育报河南记者站.大面积提高教师素质的新形式——河南省新乡市红旗区开展“说课”活动调查[N].中国教育报,1991-12-24.
[39]霍振化.说课活动与教师素质[J].数学教师,1997,(6).
[40]杨舜山.语文教学“说课”刍论[J].语文教学与研究,1999,(3).
[41]肖第郁.新课程背景下教师专业化发展的思考[J].课程教材改革,2006,7-8:16-19.
[42]陆海东主编.教育心理学[M].长春市:东北师范大学出版社,2005.
[43]Arthur A.Carin,Joel E.Bass.Teaching Science as Inquiry(9th Edition).New Jersey:Merrill Prentice Hall,2001
[44]KennethD.Moore.(1992).Classroom Tesching SkillsMcGraw-Hill.Inc
[45]Ellis,R(1984).Classroom Secoond Language Develoment,gergamon:Bentice Hall.Venlier,(1988).The Classroom and the Language Learner,London:Longman.
[46]Erickson,F.(1986).Qualitative Methods in Research on Teaching.In M.C
[47]Slavin,R.E.(1990).Cooperative Learning:Theory,Research,and Practice,p.156.
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