新课标下高中化学实验探究教学的实践与思考
摘要
教育部在2001年颁布的新一轮基础教育课程改革纲要中指出:“改变课程实施过于强调接受、死记硬背、机械训练的现状,倡导学生的主动参与、乐于探究、勤于动手、培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。”作为中学基础课程之一的化学学科,实施实验探究教学是新一轮基础教育课程改革的突破口,是培养创新型人才的重要方式。实验探究教学是科学探究的一种重要表现形式,更能充分地体现学生在教学中的积极性、主动性和创造性:也是高中化学教学中培养学生创新精神和实践能力的重要手段和基本途径。本文对新课标下高中化学实验探究教学的实践与思考进行了较为深入地探讨。
一、从理论上阐述了高中化学实验探究教学。即高中化学实施实验探究教学的理论依据(包括:实验探究教学的基本内涵、教育学理论基础、心理学理论基础、课程论基础等)及新课标下高中化学实施实验探究教学的必要性。
二、从实践上论证了高中化学实验探究教学的实施。先依据目前人们认可的几种实验探究教学模式,归纳出高中化学实验探究教学的基本结构和功能,结合教学内容的特点、学生的实际和具体的化学教学实践,总结、概括和提升了三种有效模式的教学程序、教学策略,并通过具体的教学案例总结出了实验探究教学实施效果。最后结合自己的教学实际及对周边学校问卷调查提出了在新课标下高中化学实验探究教学的五点思考,同时提出了相应的解决办法。
结果表明,在新课标下高中化学开展实验探究教学是可行的,它不仅转变了学生的学习方式,而且更有利于培养学生的科学素养和实践能力:也为高中化学教学提供了新的改革方向和思路。
It has been proposed by the government in the outline of the new turn of elementary education curriculum reforms promulgated in 2001 that we must change the former ways of too much emphasizing acceptance study, the inflexible training, and the mechanical memorizing situations, and that we must encourage being happy to inquire, studying actively, inquiring into study, and studying in cooperation. For chemistry as middle school foundation curricula, the experiment inquiry teaching is a breach of the new turn of elementary education curriculum reforms, and it is the important way to raise the innovative talented persons. The experiment inquiry teaching is one kind of important manifestation of the science inquiry, which can more sufficiently in teaching embody the student's enthusiasm, the initiative and the creativity. It is an important method and fundamental approach in senior chemistry teaching to train students' to have innovative spirit and the practice ability. This article is more thoroughly to discuss ponders and practice of the chemistry experiment inquiry teaching of senior chemistry under the new curriculum standards.
First, it theoretically elaborates experiment inquiry teaching of senior chemistry, namely the theory basis of implementing experiment inquiry teaching of senior chemistry (including: the basic connotation of the experiment exploration teaching, the pedagogy rationale, the psychology rationale, the curriculum theory foundation and so on) and the necessity of performing the experiment inquiry teaching of senior chemistry under the new curriculum standard. .
Second, it is proved from the practice that the experiment inquiry teaching of senior chemistry can be implemented. First based on the several patterns which people have approved about the experiment inquiry teaching of senior chemistry, it induces the basic structures and functions of the experiment inquiry teaching, and according to the characteristics going with teaching, students' reality and the concrete chemistry teaching practice, it summarizes and has promoted three kinds of effective patterns of teaching procedure, teaching strategy, and confirmed the effect through the concrete teaching cases. Finally unified with my own actual teaching and questionnaire survey from the peripheral school, five ponders as well as the solutions have been proposed about experiment inquiry teaching of senior chemistry.
The result indicated that it is feasible to carry out the experiment inquiry teaching in senior chemistry. It can not only transform students' study way, but also it is more advantageous to raise students' scientific attainments and the practice ability; Also, it has provided the new reform direction and the mentality for senior chemistry teaching.
一、从理论上阐述了高中化学实验探究教学。即高中化学实施实验探究教学的理论依据(包括:实验探究教学的基本内涵、教育学理论基础、心理学理论基础、课程论基础等)及新课标下高中化学实施实验探究教学的必要性。
二、从实践上论证了高中化学实验探究教学的实施。先依据目前人们认可的几种实验探究教学模式,归纳出高中化学实验探究教学的基本结构和功能,结合教学内容的特点、学生的实际和具体的化学教学实践,总结、概括和提升了三种有效模式的教学程序、教学策略,并通过具体的教学案例总结出了实验探究教学实施效果。最后结合自己的教学实际及对周边学校问卷调查提出了在新课标下高中化学实验探究教学的五点思考,同时提出了相应的解决办法。
结果表明,在新课标下高中化学开展实验探究教学是可行的,它不仅转变了学生的学习方式,而且更有利于培养学生的科学素养和实践能力:也为高中化学教学提供了新的改革方向和思路。
It has been proposed by the government in the outline of the new turn of elementary education curriculum reforms promulgated in 2001 that we must change the former ways of too much emphasizing acceptance study, the inflexible training, and the mechanical memorizing situations, and that we must encourage being happy to inquire, studying actively, inquiring into study, and studying in cooperation. For chemistry as middle school foundation curricula, the experiment inquiry teaching is a breach of the new turn of elementary education curriculum reforms, and it is the important way to raise the innovative talented persons. The experiment inquiry teaching is one kind of important manifestation of the science inquiry, which can more sufficiently in teaching embody the student's enthusiasm, the initiative and the creativity. It is an important method and fundamental approach in senior chemistry teaching to train students' to have innovative spirit and the practice ability. This article is more thoroughly to discuss ponders and practice of the chemistry experiment inquiry teaching of senior chemistry under the new curriculum standards.
First, it theoretically elaborates experiment inquiry teaching of senior chemistry, namely the theory basis of implementing experiment inquiry teaching of senior chemistry (including: the basic connotation of the experiment exploration teaching, the pedagogy rationale, the psychology rationale, the curriculum theory foundation and so on) and the necessity of performing the experiment inquiry teaching of senior chemistry under the new curriculum standard. .
Second, it is proved from the practice that the experiment inquiry teaching of senior chemistry can be implemented. First based on the several patterns which people have approved about the experiment inquiry teaching of senior chemistry, it induces the basic structures and functions of the experiment inquiry teaching, and according to the characteristics going with teaching, students' reality and the concrete chemistry teaching practice, it summarizes and has promoted three kinds of effective patterns of teaching procedure, teaching strategy, and confirmed the effect through the concrete teaching cases. Finally unified with my own actual teaching and questionnaire survey from the peripheral school, five ponders as well as the solutions have been proposed about experiment inquiry teaching of senior chemistry.
The result indicated that it is feasible to carry out the experiment inquiry teaching in senior chemistry. It can not only transform students' study way, but also it is more advantageous to raise students' scientific attainments and the practice ability; Also, it has provided the new reform direction and the mentality for senior chemistry teaching.
引文
铩颷1]夸美纽斯著,傅任敢译.《大教学论》[M].北京:人民教育出版社,1984.第248-251页.
[2]刘知新主编,梁慧妹,郑长龙著.《化学实验论》[M).南宁:广西教育出版社,1996.第196-197页
铩颷1]刘知新主编,梁慧妹,郑长龙著.《化学实验论》[M].南宁:广西教育出版社,1996.第196-197页.
[2]王晶.《日本义务教育理科课程的改革》[J]http://www.pep.com.Cn/200406/ca447098.htm
铩颷1]杨伯峻.《论语译注》[M].中华书局,1980年版.第305页
铩颷1]张熊飞著.《诱思探究教学导论》[M].西安:陕西教育出版社,1996年.第16-17页.
铩颷1]钟启泉等著.《为了中华民族的复兴 为了每个学生的发展》[M].上海:华东师范大学出版社,2001.第261-262页.
铩颷1]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.第226页.
铩颷1]National Research courcil(1996).The National Science Education Standards.WashingtonDC:National Academy Press,23。
[2]任长松著.《高中新课程与探究式学习》[M].天津:天津教育出版社.2005.第28页.
[3]袁孝凤著.《课堂教学“引导—探究”模式》[J].化学教学.1998(7).第1页.
铩颷1]刘舒生著.《教学方法大全》[M].北京:经济日报出版社,1991.第382、416页
[2]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.第156-157页.
铩颷1]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.第161页.
[1]郅庭瑾著.《教会学生思维》[M],北京:教育科学出版社,2002.第162页.
铩颷1]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.第66-67页.
铩颷1]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.第68-69页.
铩颷1]衣敏之著.《几种探究式教学模式的研究》[J].化学教学,2004(3).第3页.
铩颷1]Http://www.t1100,com/teach/gzyd/jxwz/200612/18903,htm/.
铩颷1]杨九俊主编.《化学组织策略技术》[M].北京:教育科学出版社,2004.第80-82页.
铩颷1]吴星等著.《化学新课程中的科学探究》[M].北京:高等教育出版社,2003.第197页.
铩颷1]任长松著.《探究式学习18原则(下)》[J].教学理论与实践,2002(2).第57页.
[2]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.第209页。
铩颷1]周卫勇主编.《走向发展性课程评价——谈新课程的评价改革》[M].北京:北京大学出版社,2002.第108-109页.
铩颷1]中华人民共和国教育部.《基础教育课程改革纲要》(试行)[M].北京:人民教育出版社,2001.
[2]中华人民共和国教育部.《普通高中化学课程标准(实验)》[M].北京:人民教育出版社,2003.
[3]面向21世纪教育振兴行动计划[J].中国高等教育,1999,(6).
[4]夸美纽斯著,傅任敢译.《大教学论》[M].北京:人民教育出版社,1984.
[5]刘知新主编,梁慧姝,郑长龙著.《化学实验论》[M].南宁:广西教育出版社,1996.
[6]刘知新主编.《化学教学论》(第二版)[M].北京:高等教育出版社,2003.
[7]刘知新主编.《化学教学论》(第三版)[M].北京:高等教育出版社,2004.
[8]钟启泉等著.《为了中华民族的复兴 为了每个学生的发展》[M].上海:华东师范大学出版社,2001.
[9]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.
[10]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.
[11]王道俊,王汉澜主编.《教育心理学》(新编本)[M].北京:人民教育出版社,1992.
[12]王晶.《日本义务教育理科课程的改革》[J]http://www.pep.com.cn/200406/ca447098.htm
[13]杨伯峻.《论语译注》[M].中华书局,1980年版.
[14]张熊飞著.《诱思探究教学导论》[M].西安:陕西教育出版社,1996年.
[15]National Research council(1996).The National Science EducationStandards.Washington DC:National Academy Press,23.
[16]任长松著.《高中新课程与探究式学习》[M].天津:天津教育出版社,2005.
[17]袁孝凤著.《课堂教学“引导—探究”模式》[J].化学教学.1998(7).
[18]刘舒生著.《教学方法大全》[M].北京:经济日报出版社,1991.
[19]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.
[20]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.
铩颷21]郅庭瑾著.《教会学生思维》[M].北京:教育科学出版社,2002.
[22]衣敏之著.《几种探究式教学模式的研究》[J].化学教学,2004(3).
[23]Http://www.t1100.com/teach/gzyd/jxwz/200612/18903.htm/.
[24]新课程实施过程中培训问题研究课题组.《新课程与教师角色转变》[M].北京:教育科学出版社,2001.
[25]杨九俊主编.《化学组织策略技术》[M].北京:教育科学出版社,2004.
[26]吴星等著.《化学新课程中的科学探究》[M].北京:高等教育出版社,2003.
[27]任长松著.《探究式学习18原则(下)》[J].教学理论与实践,2002(2).
[28]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.
[29]周卫勇主编.《走向发展性课程评价——谈新课程的评价改革》[M].北京:北京大学出版社,2002.
[30]施良方著.《课堂教学的原理、策略与研究》[M].上海:华东师范大学出版社,1998.
[31]靳玉乐主编.《探究教学论》[M].成都:西南师范大学出版社,2001.
[32]何克抗著,《建构主义——革新传统教学的理论基础》[J]http://www.yp.edu.sh.cn/zwkt
[33]Bruce Joyce、Marsha Weil、Emily Calhoum著.靳建华,宋富钢,花清亮译.《教学模式》[M].北京:中国轻工业出版社,2002.
[34]周明星,张柏清著.《创新教育模式全书》[M].北京:北京教育出版社,1999.
[35]李来政著.《物理教育测量统计与评价》[J].华中师范大学物理系.
[36]余有蓉著.《化学探究式教学法的探索》[J].教育导刊,1999(1).
[37]徐学福著.《美国探究教学研究30年》[J].全球教育展望,2001(8).
[38]郑长龙著.《试论化学实验探究教学的几个理论问题》[J].化学教育,1985(8).
[39]于泽元著.《略论探究教学设计的基本原理和构成》[J].教学与管理,2001(9).
[40]叶澜主编.中国教师新百科(中学教育卷).北京:中国大百科全书出版社,2002.8
[2]刘知新主编,梁慧妹,郑长龙著.《化学实验论》[M).南宁:广西教育出版社,1996.第196-197页
铩颷1]刘知新主编,梁慧妹,郑长龙著.《化学实验论》[M].南宁:广西教育出版社,1996.第196-197页.
[2]王晶.《日本义务教育理科课程的改革》[J]http://www.pep.com.Cn/200406/ca447098.htm
铩颷1]杨伯峻.《论语译注》[M].中华书局,1980年版.第305页
铩颷1]张熊飞著.《诱思探究教学导论》[M].西安:陕西教育出版社,1996年.第16-17页.
铩颷1]钟启泉等著.《为了中华民族的复兴 为了每个学生的发展》[M].上海:华东师范大学出版社,2001.第261-262页.
铩颷1]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.第226页.
铩颷1]National Research courcil(1996).The National Science Education Standards.WashingtonDC:National Academy Press,23。
[2]任长松著.《高中新课程与探究式学习》[M].天津:天津教育出版社.2005.第28页.
[3]袁孝凤著.《课堂教学“引导—探究”模式》[J].化学教学.1998(7).第1页.
铩颷1]刘舒生著.《教学方法大全》[M].北京:经济日报出版社,1991.第382、416页
[2]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.第156-157页.
铩颷1]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.第161页.
[1]郅庭瑾著.《教会学生思维》[M],北京:教育科学出版社,2002.第162页.
铩颷1]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.第66-67页.
铩颷1]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.第68-69页.
铩颷1]衣敏之著.《几种探究式教学模式的研究》[J].化学教学,2004(3).第3页.
铩颷1]Http://www.t1100,com/teach/gzyd/jxwz/200612/18903,htm/.
铩颷1]杨九俊主编.《化学组织策略技术》[M].北京:教育科学出版社,2004.第80-82页.
铩颷1]吴星等著.《化学新课程中的科学探究》[M].北京:高等教育出版社,2003.第197页.
铩颷1]任长松著.《探究式学习18原则(下)》[J].教学理论与实践,2002(2).第57页.
[2]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.第209页。
铩颷1]周卫勇主编.《走向发展性课程评价——谈新课程的评价改革》[M].北京:北京大学出版社,2002.第108-109页.
铩颷1]中华人民共和国教育部.《基础教育课程改革纲要》(试行)[M].北京:人民教育出版社,2001.
[2]中华人民共和国教育部.《普通高中化学课程标准(实验)》[M].北京:人民教育出版社,2003.
[3]面向21世纪教育振兴行动计划[J].中国高等教育,1999,(6).
[4]夸美纽斯著,傅任敢译.《大教学论》[M].北京:人民教育出版社,1984.
[5]刘知新主编,梁慧姝,郑长龙著.《化学实验论》[M].南宁:广西教育出版社,1996.
[6]刘知新主编.《化学教学论》(第二版)[M].北京:高等教育出版社,2003.
[7]刘知新主编.《化学教学论》(第三版)[M].北京:高等教育出版社,2004.
[8]钟启泉等著.《为了中华民族的复兴 为了每个学生的发展》[M].上海:华东师范大学出版社,2001.
[9]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.
[10]张大均主编.《教育心理学》(第二版)[M].北京:人民教育出版社,2004.
[11]王道俊,王汉澜主编.《教育心理学》(新编本)[M].北京:人民教育出版社,1992.
[12]王晶.《日本义务教育理科课程的改革》[J]http://www.pep.com.cn/200406/ca447098.htm
[13]杨伯峻.《论语译注》[M].中华书局,1980年版.
[14]张熊飞著.《诱思探究教学导论》[M].西安:陕西教育出版社,1996年.
[15]National Research council(1996).The National Science EducationStandards.Washington DC:National Academy Press,23.
[16]任长松著.《高中新课程与探究式学习》[M].天津:天津教育出版社,2005.
[17]袁孝凤著.《课堂教学“引导—探究”模式》[J].化学教学.1998(7).
[18]刘舒生著.《教学方法大全》[M].北京:经济日报出版社,1991.
[19]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.
[20]吴翠龄,余文森,邱永渠著.《公共教育学教程》[M].福州:福建教育出版社,2000.
铩颷21]郅庭瑾著.《教会学生思维》[M].北京:教育科学出版社,2002.
[22]衣敏之著.《几种探究式教学模式的研究》[J].化学教学,2004(3).
[23]Http://www.t1100.com/teach/gzyd/jxwz/200612/18903.htm/.
[24]新课程实施过程中培训问题研究课题组.《新课程与教师角色转变》[M].北京:教育科学出版社,2001.
[25]杨九俊主编.《化学组织策略技术》[M].北京:教育科学出版社,2004.
[26]吴星等著.《化学新课程中的科学探究》[M].北京:高等教育出版社,2003.
[27]任长松著.《探究式学习18原则(下)》[J].教学理论与实践,2002(2).
[28]夏正盛主编.《高中化学课程标准教师读本》[M].武汉:华中师范大学出版社,2003.
[29]周卫勇主编.《走向发展性课程评价——谈新课程的评价改革》[M].北京:北京大学出版社,2002.
[30]施良方著.《课堂教学的原理、策略与研究》[M].上海:华东师范大学出版社,1998.
[31]靳玉乐主编.《探究教学论》[M].成都:西南师范大学出版社,2001.
[32]何克抗著,《建构主义——革新传统教学的理论基础》[J]http://www.yp.edu.sh.cn/zwkt
[33]Bruce Joyce、Marsha Weil、Emily Calhoum著.靳建华,宋富钢,花清亮译.《教学模式》[M].北京:中国轻工业出版社,2002.
[34]周明星,张柏清著.《创新教育模式全书》[M].北京:北京教育出版社,1999.
[35]李来政著.《物理教育测量统计与评价》[J].华中师范大学物理系.
[36]余有蓉著.《化学探究式教学法的探索》[J].教育导刊,1999(1).
[37]徐学福著.《美国探究教学研究30年》[J].全球教育展望,2001(8).
[38]郑长龙著.《试论化学实验探究教学的几个理论问题》[J].化学教育,1985(8).
[39]于泽元著.《略论探究教学设计的基本原理和构成》[J].教学与管理,2001(9).
[40]叶澜主编.中国教师新百科(中学教育卷).北京:中国大百科全书出版社,2002.8