中学化学探究性实验教学设计与实践研究
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摘要
化学是一门以实验为基础的自然科学。化学实验在中学化学课堂教学中非常重要。而实验课的教学设计贯穿于整个化学教学,教学设计的优劣直接影响着教学效果。2003年新一轮课程改革在全国范围内陆续铺开,新课程提倡“通过以化学实验为主的多种探究活动,使学生体验科学探究的过程,激发学习化学的兴趣,强调化学探究意识,促进学生学习方式的转变,在实践中培养学生的创新精神和实践能力。”由此可见,探究性实验教学在中学化学中尤其重要。就探究性实验教学的现状而言,在非教学实验区的实施并不理想,教学模式和教学设计有待完善。基于这种现状,笔者选择了探究性实验教学设计这个研究课题,采取了调查法、文献法、实验法等多种研究方法,进行了近一年的教学研究和分析论证。
论文第一部分通过大量相关资料的分析,从多个方面阐述了探究性实验教学的重要性,并对“探究性实验”及“探究性实验教学设计”的概念进行了科学界定。
论文第二部分探讨了探究性实验教学设计的指导思想、设计原则,设计内容,并针对不同的设计内容进行了设计形式的论证。
论文第三部分是将探究性实验教学设计运用于教学实践的实证研究。首先选择了不同类型的实验内容进行了探究性教学设计并在教学实验班进行实施,收集了多方面的反馈信息和数据,经过研究分析得出了教学启示及教学建议:(一)明确实验的教学目标,引导学生自主探究(二)注重对学生进行科学探究的过程,方法引导和探究必备能力的培养。(三)探究实验的设计要与学生的认知水平相适应,与教学内容相吻合。(四)探究实验教学设计要考虑学校的实际条件,注重多方资源的整合。(五)探究性实验后的评价、交流、和反思是整个实验教学活动的重要环节,是提高学生科学素质的重要途径在教学设计中不可忽视。(六)教师在教学设计中对问题的设计要科学,语言描述准确,问题要具备适应性、目标性和驱动性。要注意保护学生的积极性和好奇心。
论文最后阐述了通过对探究性实验教学设计及实践的研究,作者对探究性实验教学的再认识及展望。随着教育改革的深化,探究性实验教学设计将会更加合理和完善。探究性实验教学在中学化学教学中也将更好的推广和落实。这也是本论文研究的最终目的所在。
As a natural science based on experiment, experiments are especially important in the chemistry class of high school. Design of the experiment runs through the whole chemistry teaching, which has a direct effect on the result of the teaching.
The new curriculum reform made in 2003 declares that students learn the process of the scientific study through practice, arouse their interest, intensify their consciousness on chemical study, promote the change of their study style, develop their innovative spirit and practical ability. As we can see, inquiry experiment teaching is particularly important in High School chemistry teaching. In terms of the situation inquiry experiment teaching, the experiment carried out in non-experimental area is not ideal, and it needs to do more to perfect the teaching model and teaching design. Based on the present situation, the writer chose the design of inquiry experiment as the subject of the research and carried out the teaching research and for almost one year, in which many methods, such as investigating, literature review, experimenting are used.
The first part of the thesis introduced the importance of experiment teaching through the analysis of a large amount of related materials meanwhile, the definition of inquiry experiment and the design of experiment and the design of inquiry experiment and the design of inquiry experiment teaching is scientifically defined.
The second part of the thesis consists of the guiding theory, designing principles and content of inquiry experiment teaching. Besides, different explanations were made according to different designing content.
The third part of the thesis includes examples of case study, in which inquiry experiment teaching are widely used. First, the researcher selected different kind of experiment and carried out inquiry teaching design the experiment class, during which period much responding information and data were collected. A conclusion and some teaching suggestions were made after the data analysis.⑴Present the teaching aim of the experiment and lead the students to do self inquiry.⑵Lay more emphasis on students abilities of in which carrying out research, method-led and necessary of research.⑶The design of the inquiry experiment must fit in with the level of the students acquirements and the teaching content.⑷The actual conditions of the school must be taken into consideration while designing the inquiry experiments and resources from all sides must be allowed for.⑸It is the assessment communication and reflection that counts during the process of the experiment which is an vital access to improving the students scientific qualities .All the factors shouldn’t be ignored.⑹The questions are scientifically designed, the language description which is adjusted should be accurate ,and cleanly-aimed and easily-driven when the teachers are designing the teacher .The students’positivity and curiosity should be well protected.
At the end of the thesis, the writer expresses the re-awareness and expectation of the inquiry experiment through the teacher design and practice. With the deep development of the educating reform, inquiry experiment design will be more proper and reasonable in chemistry teaching, and this is the final aim of the research.
论文第一部分通过大量相关资料的分析,从多个方面阐述了探究性实验教学的重要性,并对“探究性实验”及“探究性实验教学设计”的概念进行了科学界定。
论文第二部分探讨了探究性实验教学设计的指导思想、设计原则,设计内容,并针对不同的设计内容进行了设计形式的论证。
论文第三部分是将探究性实验教学设计运用于教学实践的实证研究。首先选择了不同类型的实验内容进行了探究性教学设计并在教学实验班进行实施,收集了多方面的反馈信息和数据,经过研究分析得出了教学启示及教学建议:(一)明确实验的教学目标,引导学生自主探究(二)注重对学生进行科学探究的过程,方法引导和探究必备能力的培养。(三)探究实验的设计要与学生的认知水平相适应,与教学内容相吻合。(四)探究实验教学设计要考虑学校的实际条件,注重多方资源的整合。(五)探究性实验后的评价、交流、和反思是整个实验教学活动的重要环节,是提高学生科学素质的重要途径在教学设计中不可忽视。(六)教师在教学设计中对问题的设计要科学,语言描述准确,问题要具备适应性、目标性和驱动性。要注意保护学生的积极性和好奇心。
论文最后阐述了通过对探究性实验教学设计及实践的研究,作者对探究性实验教学的再认识及展望。随着教育改革的深化,探究性实验教学设计将会更加合理和完善。探究性实验教学在中学化学教学中也将更好的推广和落实。这也是本论文研究的最终目的所在。
As a natural science based on experiment, experiments are especially important in the chemistry class of high school. Design of the experiment runs through the whole chemistry teaching, which has a direct effect on the result of the teaching.
The new curriculum reform made in 2003 declares that students learn the process of the scientific study through practice, arouse their interest, intensify their consciousness on chemical study, promote the change of their study style, develop their innovative spirit and practical ability. As we can see, inquiry experiment teaching is particularly important in High School chemistry teaching. In terms of the situation inquiry experiment teaching, the experiment carried out in non-experimental area is not ideal, and it needs to do more to perfect the teaching model and teaching design. Based on the present situation, the writer chose the design of inquiry experiment as the subject of the research and carried out the teaching research and for almost one year, in which many methods, such as investigating, literature review, experimenting are used.
The first part of the thesis introduced the importance of experiment teaching through the analysis of a large amount of related materials meanwhile, the definition of inquiry experiment and the design of experiment and the design of inquiry experiment and the design of inquiry experiment teaching is scientifically defined.
The second part of the thesis consists of the guiding theory, designing principles and content of inquiry experiment teaching. Besides, different explanations were made according to different designing content.
The third part of the thesis includes examples of case study, in which inquiry experiment teaching are widely used. First, the researcher selected different kind of experiment and carried out inquiry teaching design the experiment class, during which period much responding information and data were collected. A conclusion and some teaching suggestions were made after the data analysis.⑴Present the teaching aim of the experiment and lead the students to do self inquiry.⑵Lay more emphasis on students abilities of in which carrying out research, method-led and necessary of research.⑶The design of the inquiry experiment must fit in with the level of the students acquirements and the teaching content.⑷The actual conditions of the school must be taken into consideration while designing the inquiry experiments and resources from all sides must be allowed for.⑸It is the assessment communication and reflection that counts during the process of the experiment which is an vital access to improving the students scientific qualities .All the factors shouldn’t be ignored.⑹The questions are scientifically designed, the language description which is adjusted should be accurate ,and cleanly-aimed and easily-driven when the teachers are designing the teacher .The students’positivity and curiosity should be well protected.
At the end of the thesis, the writer expresses the re-awareness and expectation of the inquiry experiment through the teacher design and practice. With the deep development of the educating reform, inquiry experiment design will be more proper and reasonable in chemistry teaching, and this is the final aim of the research.
引文
① 周仕东 郑长龙 论科学探究活动中的信息的收集与处理 化学教育 2006( 11):12
① 郑长龙 关于科学探究若干问题的思考 化学教育 2006.8:10
[1]朱幕菊主编.走进新课程:与课程实施者对话[M].北京:北京师范大学出版社,2002.
[2] 刘知新.化学学习论[M].广西教育出版社,1996.
[3] 中华人民共和国教育部制定.普通高中化学课程标准(实验).北京:人民教育出版社,2003.
[4] 马建峰. 化学实验教学论[M].北京:科学出版社,2006.
[5] 周仕东,郑长龙. 论科学探究活动中的信息的收集与处理.化学教育[J],2006,(11):12-14.
[6] 盖立春, 王克勤, 马建峰.化学教学中的“创新点”的挖掘与设计[J].化学教学,2005,(6).
[7] 严建波.一次成功的探究性实验课[J].化学教育,2006,(5):20-22.
[8] 闰孝平.在化学“实验探究”中培养学生创新能力[J].化学教学,2004,(10).
[9] 蒋逸萍.化学教学中自主探究性学习的研究[J].中学化学教学参考,2003,(6).
[10] 郑长龙.化学实验教学新视野[M].北京:高等教育出版社,2003:13-14.
[11] 吴俊明主编.化学新课程理念[M].北京师范人学出版社,2002,(6).
[12] 李军.化学探究实验中教师指导策略的研究[J].化学教学,2007,(4). []3] 郑长龙.化学实验及其教学改革—探究的化学实验教学[J].中学化学教学参考,2002:(1-2).
[14] 储连成,王祖浩.西澳大利亚科学课程中的科学探究述评[J].化学教学,2005,(1-2).
[15] 房宏.化学新课程中情感、态度与价值观的评价[J].化学教学,2005,(4).
[16] 陈新.课改理念下的合作探究学习的实践与思考[J].化学教学,2005: 7-8.
[17] 王义堂,田保军.新课程理念与教学策略[M].北京:中国言实出版社,2003,(6).
[18] 漆文胜.中学化学探究性实验教学与现代教育技术的整合的探索[J].化学教育,2005,(7).
[19] 李艳梅,王秀红,周仕东.科学探究方法及其训练[J].化学教育,2005,(10).
[20] 杨北平.化学实验与科学素养的培养[J].中学化学,.2005,(7).
[21] 文庆城.化学实验教学研究[M] 北京:科学出版社,2003,(9).
[22] 杨宏明.在探究性活动中实现“过程与方法”目标[J].中学化学,2005,(10).
[23] 周改英.以实验为载体进行探究性学习的研究 [J].中学化学教学参考,2005,(7).
[24] 彭蜀晋,李霞新.化学课程实验教学的新理念与新要求[J]..化学教育,2005,(11).
[25] 谭增森.化学实验设计与创新能力培养[J].化学教育,2002,(3).
[26] 蒯世定.高中开设化学探究实验培养学生创造能力中学化学教与学[J].2003,(2).
[27] 徐英俊.教学设计[M].北京:教育科技出版社,2001.
[28] 马胜利,李莉.实施探究性学习对化学教学影响的调查分析[J].化学教育,2006,(7):45-48.
[29] 汪明春.综合实验活动的目标设计及具体化的理念与策略[J].教育发展研究2003,(11):36.
[30] 全日制普通高级中学教科书化学第三册(必修加选修)[M].人民教育出版社,2003.
[31] 丁文楚.探究性实验与研究性学习[J].化学教育,2005,(1-2).
[32] 王丽平.化学课堂教学设计中的教学分析[J].中学化学教学参考,2005,(10).
[33] 陈光辉.“制备 Fe(OH)2 的最佳实验设计”探究学习[J].化学教学,2005,(6).
[34] 万长江,王后雄.一堂体现新课程教学理念的实验设计探究课[J].化学教学,2006,(4).
[35] 刘晨明.化学探究过程中的科学归纳法[J].化学教学,2005,(12).
[36] 张长江.中学化学教学技术指导[M].上海:上海教育出版社,2005,(7).
[37] 宋新琦,黄儒兰.关于中学化学施行探究性学习的思考[J].化学教育,2002,(3).
[38] 郑长龙.关于科学探究若干问题的思考[J].化学教育,2006,(8).
[39] 刘敬华,张飒.化学教学设计与实施中如何落实三维目标的融合统一[J].化学教育,2006,(6).
[40] 王贵东.探究原电池原理 整合跨学科能力[J].化学教学,2005,(11).
[41] 王磊.普通高中课程标准实验教科书化学 1(必修)[M].山东科学技术出版社,2004.
[42] 王磊.普通高中课程标准实验教科书化学 2(必修).[M 山东科学技术出版社,2004.
[43] 张发新.化学新教材“探究性学习内容”的教学处理[J].化学教学,2007,( 4).
[44] 陈心忠.主题探究实验的实践与研究[J]..化学教育,2006,(4).
[45] 随红涛.高中化学教学理念改革研究.新课程背景下的高中化学实验及其教学改革学术研讨会论文集 石家庄:2006,(11).
[46] 郑勇,王红梅.探究性实验设计教学的基本原则和实施方法.网络.
① 郑长龙 关于科学探究若干问题的思考 化学教育 2006.8:10
[1]朱幕菊主编.走进新课程:与课程实施者对话[M].北京:北京师范大学出版社,2002.
[2] 刘知新.化学学习论[M].广西教育出版社,1996.
[3] 中华人民共和国教育部制定.普通高中化学课程标准(实验).北京:人民教育出版社,2003.
[4] 马建峰. 化学实验教学论[M].北京:科学出版社,2006.
[5] 周仕东,郑长龙. 论科学探究活动中的信息的收集与处理.化学教育[J],2006,(11):12-14.
[6] 盖立春, 王克勤, 马建峰.化学教学中的“创新点”的挖掘与设计[J].化学教学,2005,(6).
[7] 严建波.一次成功的探究性实验课[J].化学教育,2006,(5):20-22.
[8] 闰孝平.在化学“实验探究”中培养学生创新能力[J].化学教学,2004,(10).
[9] 蒋逸萍.化学教学中自主探究性学习的研究[J].中学化学教学参考,2003,(6).
[10] 郑长龙.化学实验教学新视野[M].北京:高等教育出版社,2003:13-14.
[11] 吴俊明主编.化学新课程理念[M].北京师范人学出版社,2002,(6).
[12] 李军.化学探究实验中教师指导策略的研究[J].化学教学,2007,(4). []3] 郑长龙.化学实验及其教学改革—探究的化学实验教学[J].中学化学教学参考,2002:(1-2).
[14] 储连成,王祖浩.西澳大利亚科学课程中的科学探究述评[J].化学教学,2005,(1-2).
[15] 房宏.化学新课程中情感、态度与价值观的评价[J].化学教学,2005,(4).
[16] 陈新.课改理念下的合作探究学习的实践与思考[J].化学教学,2005: 7-8.
[17] 王义堂,田保军.新课程理念与教学策略[M].北京:中国言实出版社,2003,(6).
[18] 漆文胜.中学化学探究性实验教学与现代教育技术的整合的探索[J].化学教育,2005,(7).
[19] 李艳梅,王秀红,周仕东.科学探究方法及其训练[J].化学教育,2005,(10).
[20] 杨北平.化学实验与科学素养的培养[J].中学化学,.2005,(7).
[21] 文庆城.化学实验教学研究[M] 北京:科学出版社,2003,(9).
[22] 杨宏明.在探究性活动中实现“过程与方法”目标[J].中学化学,2005,(10).
[23] 周改英.以实验为载体进行探究性学习的研究 [J].中学化学教学参考,2005,(7).
[24] 彭蜀晋,李霞新.化学课程实验教学的新理念与新要求[J]..化学教育,2005,(11).
[25] 谭增森.化学实验设计与创新能力培养[J].化学教育,2002,(3).
[26] 蒯世定.高中开设化学探究实验培养学生创造能力中学化学教与学[J].2003,(2).
[27] 徐英俊.教学设计[M].北京:教育科技出版社,2001.
[28] 马胜利,李莉.实施探究性学习对化学教学影响的调查分析[J].化学教育,2006,(7):45-48.
[29] 汪明春.综合实验活动的目标设计及具体化的理念与策略[J].教育发展研究2003,(11):36.
[30] 全日制普通高级中学教科书化学第三册(必修加选修)[M].人民教育出版社,2003.
[31] 丁文楚.探究性实验与研究性学习[J].化学教育,2005,(1-2).
[32] 王丽平.化学课堂教学设计中的教学分析[J].中学化学教学参考,2005,(10).
[33] 陈光辉.“制备 Fe(OH)2 的最佳实验设计”探究学习[J].化学教学,2005,(6).
[34] 万长江,王后雄.一堂体现新课程教学理念的实验设计探究课[J].化学教学,2006,(4).
[35] 刘晨明.化学探究过程中的科学归纳法[J].化学教学,2005,(12).
[36] 张长江.中学化学教学技术指导[M].上海:上海教育出版社,2005,(7).
[37] 宋新琦,黄儒兰.关于中学化学施行探究性学习的思考[J].化学教育,2002,(3).
[38] 郑长龙.关于科学探究若干问题的思考[J].化学教育,2006,(8).
[39] 刘敬华,张飒.化学教学设计与实施中如何落实三维目标的融合统一[J].化学教育,2006,(6).
[40] 王贵东.探究原电池原理 整合跨学科能力[J].化学教学,2005,(11).
[41] 王磊.普通高中课程标准实验教科书化学 1(必修)[M].山东科学技术出版社,2004.
[42] 王磊.普通高中课程标准实验教科书化学 2(必修).[M 山东科学技术出版社,2004.
[43] 张发新.化学新教材“探究性学习内容”的教学处理[J].化学教学,2007,( 4).
[44] 陈心忠.主题探究实验的实践与研究[J]..化学教育,2006,(4).
[45] 随红涛.高中化学教学理念改革研究.新课程背景下的高中化学实验及其教学改革学术研讨会论文集 石家庄:2006,(11).
[46] 郑勇,王红梅.探究性实验设计教学的基本原则和实施方法.网络.