新课程背景下化学课堂教学的情景创设
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摘要
新课程的改革是一项涉及教育理念、教学方法、教材评价的全方位的改革,课程改革的关键在于课堂教学实践,而化学情景教学设计就是新课程背景下化学教学改革的一个很好的突破口。在化学教学中,教师应该深入地分析教材,结合学生的认知心理特点,努力创设教学情景,优化课堂结构,从而激活学生的思维活动,培养学生的求知欲和创新能力。情景教学对培养学生的情感、启迪思维、发展想像、开发智力具有重要的作用,学生在教师设计的鲜活、具体的情景下进行学习,有利于促进学生学习方式的转变,充分体现学生的主体地位,培养和提高学生的自主学习能力。因而科学并有效地创设化学课堂教学情景,是化学新课程教学的重要任务之一。
本文阐述了情景教学的历史背景、发展现状及新课程背景下情景创设研究的必要性,介绍了情境创设的心理学理论和教育学理论基础:行为主义心理学,操作性条件反射学习理论以及发现法学习理论,认知——同化学习理论,建构主义学习理论等,探讨了情景教学的特点、原则与情景创设教学研究的意义。通过本人对所在学校高一高二年级的调查报告的分析,总结了当前情景教学的实施现状及存在的问题:学生的主体性体现不深,没有构筑全体学生统一的平台,学生的情感体验注重不够等。针对这些问题,在研究了情景教学的程序后,本人又通过生动的案例结合教学实际,着重介绍了化学课堂教学情景创设的具体途径与方法,为化学教师优化课堂效果、培养学生积极性、提高学生学习效率、改进教师的教学方法提供了借鉴与启示。最后本人对情景创设教学资源的收集、开发与再加工进行了探讨,丰富了情景创设的内容,符合了我省化学新课程改革开展的需要。
The new curriculum reform is the omnidirectional one that involves the education idea、the teaching method、the teaching material appraises.The key of the curriculum reforms rests with the classroom instruction practice, while the chemistry scene teaching design is a very good breach of chemistry educational reform under the background of new curriculum. In chemistry teaching, the teacher should analyze the teaching material thoroughly and struggled to establishes the teaching scene, optimize classroom structure combining student's cognition psychology to activate student's thinking activity ,raise student's intellectual curiosity and innovation ability.The scene teaching plays an important role in raising student's emotion,edifying thought,developing imagination and intelligence. The student study under vivid and concrete scene designed by teacher ,which is advantageous in promoting the student to alter their studying mode, manifest student's main body status fully and then enhance student's independent learning capability.Thus establishing the chemistry classroom instruction scene scientifically and effectively is one of important tasks for new chemistry curriculum teaching.
This article elaborates the historical background,the present development situation and necessity of the scene establishment research. It also introduces the foundations of psychology theory and education theory about scene establishment,such as the behaviorism psychology, the operational conditioned reflecting study theory, the discoverying study theory, meaning theory and the construction principle study theory and so on. At the same time, it discusses the scene teaching characteristics, principles and theory significance of the scene establishment teaching research.
Through the investigation report of the students in senior one and two in my school,we find there exist some problems about the current implementation situation of scene establishment. For example, the student's independent is not manifested deeply, the uniform plat of all student has not been constructed, student's emotion experience has not be payed enough attention and so on.
In view of these questions, after the scene teaching procedure has been researched,the concret ways and methods of chemistry classroom teaching scene establishment are introduced in this article through the vivid teaching case combining the teaching. Also it provides the teacher models and enlightenments to optimize the classroom effect for chemistry teacher, cultivate the student's positivity, raise the student's study efficiency and improve the teacher's teaching method.
Finally,the collection, exploitation and reprocessing of the scene establishment teaching resource have been discussed ,which enriches the scene establishment level and is accorded with the requirement of the chemistry new curriculum reformation in our province.
本文阐述了情景教学的历史背景、发展现状及新课程背景下情景创设研究的必要性,介绍了情境创设的心理学理论和教育学理论基础:行为主义心理学,操作性条件反射学习理论以及发现法学习理论,认知——同化学习理论,建构主义学习理论等,探讨了情景教学的特点、原则与情景创设教学研究的意义。通过本人对所在学校高一高二年级的调查报告的分析,总结了当前情景教学的实施现状及存在的问题:学生的主体性体现不深,没有构筑全体学生统一的平台,学生的情感体验注重不够等。针对这些问题,在研究了情景教学的程序后,本人又通过生动的案例结合教学实际,着重介绍了化学课堂教学情景创设的具体途径与方法,为化学教师优化课堂效果、培养学生积极性、提高学生学习效率、改进教师的教学方法提供了借鉴与启示。最后本人对情景创设教学资源的收集、开发与再加工进行了探讨,丰富了情景创设的内容,符合了我省化学新课程改革开展的需要。
The new curriculum reform is the omnidirectional one that involves the education idea、the teaching method、the teaching material appraises.The key of the curriculum reforms rests with the classroom instruction practice, while the chemistry scene teaching design is a very good breach of chemistry educational reform under the background of new curriculum. In chemistry teaching, the teacher should analyze the teaching material thoroughly and struggled to establishes the teaching scene, optimize classroom structure combining student's cognition psychology to activate student's thinking activity ,raise student's intellectual curiosity and innovation ability.The scene teaching plays an important role in raising student's emotion,edifying thought,developing imagination and intelligence. The student study under vivid and concrete scene designed by teacher ,which is advantageous in promoting the student to alter their studying mode, manifest student's main body status fully and then enhance student's independent learning capability.Thus establishing the chemistry classroom instruction scene scientifically and effectively is one of important tasks for new chemistry curriculum teaching.
This article elaborates the historical background,the present development situation and necessity of the scene establishment research. It also introduces the foundations of psychology theory and education theory about scene establishment,such as the behaviorism psychology, the operational conditioned reflecting study theory, the discoverying study theory, meaning theory and the construction principle study theory and so on. At the same time, it discusses the scene teaching characteristics, principles and theory significance of the scene establishment teaching research.
Through the investigation report of the students in senior one and two in my school,we find there exist some problems about the current implementation situation of scene establishment. For example, the student's independent is not manifested deeply, the uniform plat of all student has not been constructed, student's emotion experience has not be payed enough attention and so on.
In view of these questions, after the scene teaching procedure has been researched,the concret ways and methods of chemistry classroom teaching scene establishment are introduced in this article through the vivid teaching case combining the teaching. Also it provides the teacher models and enlightenments to optimize the classroom effect for chemistry teacher, cultivate the student's positivity, raise the student's study efficiency and improve the teacher's teaching method.
Finally,the collection, exploitation and reprocessing of the scene establishment teaching resource have been discussed ,which enriches the scene establishment level and is accorded with the requirement of the chemistry new curriculum reformation in our province.
引文
[1]普通高级中学课程标准实验教科书·化学(选修6).北京:人民教育出版社,2004.
[1]普通高级中学课程标准实验教科书·化学(必修1).北京:人民教育出版社,2004.
[1]摘自《中国教育报》2005年10月8日第2版.
[1]普通高级中学课程标准实验教科书·化学(必修、选修).北京:人民教育出版社,2004.
[2]普通高级中学课程标准实验教科书·化学(必修、选修).江苏:江苏教育出版社,2004.
[3]普通高级中学课程标准实验教科书·化学(必修、选修).山东:山东科学技术出版社,2004.
[4]中华人民共和国教育部.全日制义务教育《化学课程标准》(实验稿)解读[M].武汉:湖北教育出版社,2002.
[5]中华人民共和国教育部.普通高中化学课程标准[M].北京:人民教育出版社,2003.2.
[6]中华人民共和国教育部.义务教育化学课程标准[M].北京:北京师范大学出版社,2001.
[7]刘知新.化学教学论(第三版)[M].北京:高等教育出版社,2004.
[8]刘知新,王祖浩.化学教学系统论[M].南宁:广西教育出版社,1996.238-247.
[9]王祖浩.化学新课程中的科学探究[M].北京:高等教育出版社,2003.
[10]徐承波,吴俊明.化学教学设计与实践[M].北京:民主与建设出版社,1998.
[11]徐永波,吴俊明.化学教学设计与实践[M].北京:民主与建设出版社,1998.
[12]卢家楣.情感教学心理学[M].上海:上海教育出版社,1993.
[13]皮连声.智育心理学[M].北京:人民教育出版社,1996:31-42.
[14]毕华林,刘冰.化学探究学习论[M].济南:山东教育出版社,2005.149-153.
[15]王祖浩,张天若等.化学问题设计与问题解决.北京:高等教育出版社,2003:121.
[16]郑长龙.高中化学课程标准与教学大纲对比分析.长春:东北师范大学出版社,2005:224.
[17]江家发.化学教学设计论[M].济南:山东教育出版社,2004:11.
[18]王义堂,田保军,王硕旺.新课程理念与教学策略[M].北京:中国言实出版社,2003.
[19]王祖浩.高中化学新教材教学情景设计[M].江苏教育出版社,2006.
[20]阎承利.素质教育课堂优化艺术[M].北京:教育科学出版社,2000.
[21]郑长龙等.化学实验教学新视野[M].北京:高等教育出版社,2003.
[22]刘佛年.国际教育百科全书[M].贵州教育出版社,1990.
[23]孙绍容.教育信息理论[M],上海:上海教育出版社,2000.
[24]罗树华,李洪珍.教师能力学[M],济南:山东教育出版社,1997.
[25]郭卓群.化学教育心理学[M].厦门:厦门大学出版社,1988.
[26]朱慕菊等.走进新课程[M].北京:北京师范大学出版社,2002.
[27]毕华林.化学新课程理念与实施[M].济南:山东教育出版社,2004.
[28]李友,潭扬云.合理创设问题情景提高课堂教学效率.教育科研[J],2007(2):49.
[29]弓月挺,张镇,兰俊耀.化学问题解决的应用性研究再探.中学化学教学参考[J],2003(4):9-12.
[30]朱征.运用建构主义理论创设教学情景.中学化学教学参考[J],2002,(12)
[31]裴新宁.化学实验的情景教学观.中学化学教学参考[J],2001,f5)
[32]刘振明.创设情景,激活课堂.化学教学[J],2005,(9).
[33]陈新智.问题情景教学模式初探.化学教育[J],2003,(2).
[34]邹庆松.化学课堂教学中开展探究性学习的实践.中学化学教学参考[J],2005,(8-9).
[35]王文静.情景认知与学习理论研究述评.全球教育展望[J],2002,(1).
[36]崔金赋.情景教学的功能及运用原则.教育研究与实验[J],1990,(3).
[37]蔡冬燕.初中化学教学情景探析.中学化学教学参考[J],2002,(3).
[38]何刚.化学教学中的情景设计.中学化学教学参考[J],2002,(7).
[39]耿莉莉,吴俊明.深化对情景的认识,改进化学情景教学.课程·教材·教法[J],2003,(3).
[40]Kurt Riguarts,Carsten Wadewitz.Framework for Science Education in Germany[M].Kiel:2003,4th revised edition.41-44.
[1]普通高级中学课程标准实验教科书·化学(必修1).北京:人民教育出版社,2004.
[1]摘自《中国教育报》2005年10月8日第2版.
[1]普通高级中学课程标准实验教科书·化学(必修、选修).北京:人民教育出版社,2004.
[2]普通高级中学课程标准实验教科书·化学(必修、选修).江苏:江苏教育出版社,2004.
[3]普通高级中学课程标准实验教科书·化学(必修、选修).山东:山东科学技术出版社,2004.
[4]中华人民共和国教育部.全日制义务教育《化学课程标准》(实验稿)解读[M].武汉:湖北教育出版社,2002.
[5]中华人民共和国教育部.普通高中化学课程标准[M].北京:人民教育出版社,2003.2.
[6]中华人民共和国教育部.义务教育化学课程标准[M].北京:北京师范大学出版社,2001.
[7]刘知新.化学教学论(第三版)[M].北京:高等教育出版社,2004.
[8]刘知新,王祖浩.化学教学系统论[M].南宁:广西教育出版社,1996.238-247.
[9]王祖浩.化学新课程中的科学探究[M].北京:高等教育出版社,2003.
[10]徐承波,吴俊明.化学教学设计与实践[M].北京:民主与建设出版社,1998.
[11]徐永波,吴俊明.化学教学设计与实践[M].北京:民主与建设出版社,1998.
[12]卢家楣.情感教学心理学[M].上海:上海教育出版社,1993.
[13]皮连声.智育心理学[M].北京:人民教育出版社,1996:31-42.
[14]毕华林,刘冰.化学探究学习论[M].济南:山东教育出版社,2005.149-153.
[15]王祖浩,张天若等.化学问题设计与问题解决.北京:高等教育出版社,2003:121.
[16]郑长龙.高中化学课程标准与教学大纲对比分析.长春:东北师范大学出版社,2005:224.
[17]江家发.化学教学设计论[M].济南:山东教育出版社,2004:11.
[18]王义堂,田保军,王硕旺.新课程理念与教学策略[M].北京:中国言实出版社,2003.
[19]王祖浩.高中化学新教材教学情景设计[M].江苏教育出版社,2006.
[20]阎承利.素质教育课堂优化艺术[M].北京:教育科学出版社,2000.
[21]郑长龙等.化学实验教学新视野[M].北京:高等教育出版社,2003.
[22]刘佛年.国际教育百科全书[M].贵州教育出版社,1990.
[23]孙绍容.教育信息理论[M],上海:上海教育出版社,2000.
[24]罗树华,李洪珍.教师能力学[M],济南:山东教育出版社,1997.
[25]郭卓群.化学教育心理学[M].厦门:厦门大学出版社,1988.
[26]朱慕菊等.走进新课程[M].北京:北京师范大学出版社,2002.
[27]毕华林.化学新课程理念与实施[M].济南:山东教育出版社,2004.
[28]李友,潭扬云.合理创设问题情景提高课堂教学效率.教育科研[J],2007(2):49.
[29]弓月挺,张镇,兰俊耀.化学问题解决的应用性研究再探.中学化学教学参考[J],2003(4):9-12.
[30]朱征.运用建构主义理论创设教学情景.中学化学教学参考[J],2002,(12)
[31]裴新宁.化学实验的情景教学观.中学化学教学参考[J],2001,f5)
[32]刘振明.创设情景,激活课堂.化学教学[J],2005,(9).
[33]陈新智.问题情景教学模式初探.化学教育[J],2003,(2).
[34]邹庆松.化学课堂教学中开展探究性学习的实践.中学化学教学参考[J],2005,(8-9).
[35]王文静.情景认知与学习理论研究述评.全球教育展望[J],2002,(1).
[36]崔金赋.情景教学的功能及运用原则.教育研究与实验[J],1990,(3).
[37]蔡冬燕.初中化学教学情景探析.中学化学教学参考[J],2002,(3).
[38]何刚.化学教学中的情景设计.中学化学教学参考[J],2002,(7).
[39]耿莉莉,吴俊明.深化对情景的认识,改进化学情景教学.课程·教材·教法[J],2003,(3).
[40]Kurt Riguarts,Carsten Wadewitz.Framework for Science Education in Germany[M].Kiel:2003,4th revised edition.41-44.