新课程背景下初高中化学概念教学衔接研究
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摘要
中学化学新课程改革中,化学知识采取“三段式”设计,在中学化学的各个阶段,都有化学概念内容的存在,我们需要重新加以认识;在化学新课程标准中,许多化学概念的定义也发生了较大变化,对一些化学概念的要求比以往有所提高,对一些化学概念的要求比以往略有降低,并且增加了许多新化学概念。化学概念从来都是化学学习的重要基础知识,内容较为抽象,是化学学习的重点、难点:化学概念对其他化学知识的学习具有重要的统帅作用,其地位相当重要。调查发现实施新课程的高一学生中,有相当一部分学生进入高中后,化学成绩出现很大的下降,学生认为“高中化学概念多,学习难度大,习题难。”因而对化学学习失去了信心。而高中化学老师也觉得新生难教“有些化学概念己经反复讲了好几遍,还有学生说不懂,感到很模糊。”当然造成这种现象的原因肯定是多方面的,但我们认为其主要的根源还是在于初高中化学教学,特别是化学概念的教学的衔接处理不当初。所以,有必要对化学概念的教学衔接问题进行全面的分析和探究。
现代教学理论强调学习个体在教学活动中的主观性、能动性,强调教学的开放性、差异性和发展性。化学概念的课堂衔接教学应体现新课改的基本理念,更多地关注学生在教学活动中的主体地位和作用,提高教学的有效性。以建构主义、“先行组织者”策略作为化学概念教学的理论基础,重视初高中化学概念的教学衔接:控制化学概念教学内容的深度、广度,处理好化学概念教学中必修模块与选修模块的关系;注意克服化学概念抽象、难懂给学习带来的困难。
运用多种先进的教学方法,提高化学概念课堂教学的效率,学生在学习的化学概念同时,逐渐养成从事物内在本质来着手探测外在表象的思维习惯。逐步培养学生从事物的联系中总结规律,从规律中预测新知的能力与习惯。为学生以后的科学研究打下坚实的基础。
New secondary school chemistry curriculum reform, the chemical knowledge to take "three-step" design, in various stages of secondary school chemistry, the concept of the contents of both the existence of chemical, we need to be aware of; new curriculum standards in the chemical, many chemical definition of the concept of major changes have taken place, for some chemicals than the requirements of the concept has increased, the concept of a number of chemical requirements slightly lower than in the past and increase the number of new chemical concepts. Chemical concept of learning has always been an important foundation of chemical knowledge, which is more abstract and chemical study of the major and difficult; chemical concept of other chemical knowledge has an important role of commander in chief, and its important status. Survey found that the implementation of the new high school courses, there are a considerable number of students entering high school, the chemical results are a lot of drop, the students that "the concept of high school chemistry more difficult to learn, difficult exercise." And thus lost confidence in the chemical study . And high school chemistry teacher is also difficult to teach new students feel that "the concept of some chemicals has been repeatedly talked about quite a few times, there are students that do not know, is very vague." Of course, the cause is multi-faceted, but we think its lies the root of the main middle and high school chemistry teaching, especially the concept of teaching chemistry to deal with the convergence of the original. Therefore, it is necessary for teaching the concept of convergence of the chemical to conduct a comprehensive analysis of the problem and exploring.
Modern teaching theory stresses individual learning activities in teaching subjective, dynamic, emphasizing the openness of the teaching, and developmental differences. Chemical concept of convergence of the classroom teaching the new curriculum should reflect the basic philosophy, students pay more attention to teaching activities in the main body of the status and role in enhancing the effectiveness of teaching. To constructivism, "to the organizers of strategy as the chemical basis of the concept of teaching the theory, the concept of great importance to the beginning of high school chemistry teaching convergence; control the chemical content of the concept of teaching the depth, breadth, handle the teaching of the chemical concept of compulsory modules and elective modules of the relationship between ; attention to overcome the chemical concept of abstract, difficult to understand the difficulties caused to the study.
The use of a wide range of advanced teaching methods, increase the chemical efficiency of the concept of classroom teaching, students learning the concept of the chemical at the same time, gradually develop from the intrinsic nature of things begin to detect the external appearance of the habit of thinking. Students step by step from the summing up of things in the law of contact, from the law's ability to forecast new knowledge and habits. After students lay a solid foundation for scientific research.
现代教学理论强调学习个体在教学活动中的主观性、能动性,强调教学的开放性、差异性和发展性。化学概念的课堂衔接教学应体现新课改的基本理念,更多地关注学生在教学活动中的主体地位和作用,提高教学的有效性。以建构主义、“先行组织者”策略作为化学概念教学的理论基础,重视初高中化学概念的教学衔接:控制化学概念教学内容的深度、广度,处理好化学概念教学中必修模块与选修模块的关系;注意克服化学概念抽象、难懂给学习带来的困难。
运用多种先进的教学方法,提高化学概念课堂教学的效率,学生在学习的化学概念同时,逐渐养成从事物内在本质来着手探测外在表象的思维习惯。逐步培养学生从事物的联系中总结规律,从规律中预测新知的能力与习惯。为学生以后的科学研究打下坚实的基础。
New secondary school chemistry curriculum reform, the chemical knowledge to take "three-step" design, in various stages of secondary school chemistry, the concept of the contents of both the existence of chemical, we need to be aware of; new curriculum standards in the chemical, many chemical definition of the concept of major changes have taken place, for some chemicals than the requirements of the concept has increased, the concept of a number of chemical requirements slightly lower than in the past and increase the number of new chemical concepts. Chemical concept of learning has always been an important foundation of chemical knowledge, which is more abstract and chemical study of the major and difficult; chemical concept of other chemical knowledge has an important role of commander in chief, and its important status. Survey found that the implementation of the new high school courses, there are a considerable number of students entering high school, the chemical results are a lot of drop, the students that "the concept of high school chemistry more difficult to learn, difficult exercise." And thus lost confidence in the chemical study . And high school chemistry teacher is also difficult to teach new students feel that "the concept of some chemicals has been repeatedly talked about quite a few times, there are students that do not know, is very vague." Of course, the cause is multi-faceted, but we think its lies the root of the main middle and high school chemistry teaching, especially the concept of teaching chemistry to deal with the convergence of the original. Therefore, it is necessary for teaching the concept of convergence of the chemical to conduct a comprehensive analysis of the problem and exploring.
Modern teaching theory stresses individual learning activities in teaching subjective, dynamic, emphasizing the openness of the teaching, and developmental differences. Chemical concept of convergence of the classroom teaching the new curriculum should reflect the basic philosophy, students pay more attention to teaching activities in the main body of the status and role in enhancing the effectiveness of teaching. To constructivism, "to the organizers of strategy as the chemical basis of the concept of teaching the theory, the concept of great importance to the beginning of high school chemistry teaching convergence; control the chemical content of the concept of teaching the depth, breadth, handle the teaching of the chemical concept of compulsory modules and elective modules of the relationship between ; attention to overcome the chemical concept of abstract, difficult to understand the difficulties caused to the study.
The use of a wide range of advanced teaching methods, increase the chemical efficiency of the concept of classroom teaching, students learning the concept of the chemical at the same time, gradually develop from the intrinsic nature of things begin to detect the external appearance of the habit of thinking. Students step by step from the summing up of things in the law of contact, from the law's ability to forecast new knowledge and habits. After students lay a solid foundation for scientific research.
引文
[1]何永红,吕琳.论初高中化学课程标准的衔接[J].中学化学教学参考,2003(12):1-5.
[1]施良方.学习论[M].人民教育出版社,2001:225-230.
[2]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[M].北京:北京师范大学出版社,2002,
[1]王磊等.普通高中课程标准实验教科书·化学(选修①——选修⑥)[M].山东:山东科学技术出版社,2007.
[2]姚任生.新课改需要创新化学教学[J].中学化学教学参考,2006(11):36.
[1]朱清勇.初中化学应重视初高中化学衔接教学[J].林区教学,2008(10):105-106.
[1]刘彦华.从中学化学的整体教学来把握初中化学教学[J].教法与学法,2007(8):41-42.
[1]Herron J D1 The Chemist ry Classroom1 American Chemical So2ciety:Washington DC,1996:103-104.
[2]刘艳华.高一学生化学学习困难的原因及对策[J].延边教育学院学报,2007 6:31-34.
[1]翁祥多.新课程改革中优化初高中化学衔接教学策略[J].现代中小学教育,2007(7):34-36.
[1]杜开学.化学教学中应加强概念的教学[J].教材教法,2007(2):26-27.
[2]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995:91-92.
[1]贺建华.化学概念教学不可忽视[J].青海教育,2006(5):46-47.
[1]胡安华,包朝龙.“引导发现法”在化学概念教学中的应用[J].现代中小学教育,2007(1):52-55.
[1][2]中华人民共和国教育部.普通高中化学课程标准实验稿[M].北京:北京人民教育出版社,2003.
[3]化学课程研制组.普通高中化学课程标准解读实验稿[M].武汉:湖北教育出版社,2002.
[4]中华人民共和国教育部制定.全日制义务教育化学课程标准实验稿[M].北京:北京师范大学出版社,2001.
[5]张大均.教育心理学(第二版)[M].北京:人民教育出版社,2004:112.
[6]王祖浩,吴星.高中化学教学参考书.化学1(必修)[M].南京:江苏教育出版社,2005。
[7]王磊等.普通高中课程标准实验教科书·化学[M].山东:山东科学技术出版社,2007.
[8]王春.新课程理念下高中化学有效教学策略的研究[M].化学教学,2005:33.
[9]王磊.科学学习与教学心理学基础[M].西安:陕西师范大学出版社,2002:59-65.
[10][11]施良方.学习论[M].人民教育出版社,2001:225-230.
[12]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[M].北京:北京师范大学出版社,2002.
[13]钟启泉,崔允漷.基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
[14]刘电芝.学习策略研究[M].北京:人民教育出版社,1999:101-102.
[15]课程教材研究所化学课程教材研究开发中心.义务教育课程标准实验教科书·化学(九年级上、下册)[M].北京:人民教育出版社,2001.
[16]王磊等.普通高中课程标准实验教科书·化学(选修①——选修⑥)[M].山东:山东科学技术出版社,2007.
[17]秦俊生主编.中小学学习科学研究[M].北京:中国统计出版社,2001:6.
[18]张大均.教与学的策略[M].人民教育出版社,2003:99.
[19]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995:91-92.
[20]张大均.教与学的策略[M].北京:人民教育出版社,2003:89-93.
[21]姚任生.新课改需要创新化学教学[J].中学化学教学参考,2006(11):36.
[22]朱清勇.初中化学应重视初高中化学衔接教学[J].林区教学,2008(10):105-106.
[23]罗秀玲,钱扬义.布卢姆与奥苏贝尔的学习理论在化学概念教学中的综合应用[J].化学教育,2007(1):62-63.
[24]胡安华,包朝龙.“引导发现法”在化学概念教学中的应用[J].现代中小学教育,2007(1):52-55.
[25]刘艳华.高一学生化学学习困难的原因及对策[J].延边教育学院学报,20076:31-34.
[26]翁祥多.新课程改革中优化初高中化学衔接教学策略[J].现代中小学教育,2007(7):34-36.
[27]杜开学.化学教学中应加强概念的教学[J].教材教法,2007(2):26-27.
[28]董运红.新课程背景下初高中化学教学的衔接浅[J].科教文汇,2007(1):22.
[29]刘彦华.从中学化学的整体教学来把握初中化学教学[J].教法与学法,2007(8):41-42.
[30]曹军亭.谈新课标下初高中化学教学的衔接略[J].中小学实验与装备,2006(6).
[31]林桑.高中化学新课程概念教学浅议[J].福建教育学院学报,2008(3):24.
[32]何永红,吕琳.论初高中化学课程标准的衔接[J].中学化学教学参考,2003(12):1-5.
[33]福建省化学教研室.福建省普通高中新课程化学学科教学实施指导意见[J].http//www.fjedu.gov.cn.2006:3-8.
[34]贺建华.化学概念教学不可忽视[J].青海教育,2006(5):46-47.
[35]宋秋前.课堂教学问题问诊与矫治[J].教育研究,2001(4).
[36]何夕林.对新课程背景下课堂教学有效性的思考[J].中学化学教学参考,2007(6):5-6.
[37]刘艳华.高一学生化学学习困难的原因及对策[J].延边教育学院学报,2007(6):31-34.
[38]于浩.中学化学创新教法——45分钟优化设计[J].新概念素质教育,2008(6):42-46.
[39]曹礼方.关于初高中化学教学接轨的思考[J].林区教学,2008(5):135-136.
[40]赵义泉等.策略性知识:让学生成为自主学习者[J].现代教育科学,2003(4):10-13.
[41]陈新.论课程改革中的初高中化学衔接教学[J].化学教育,2006(10):11-12.
[42]林丽亚.新课程背景下初高中化学教学衔接的探索[J].福建教育学院学报,2006(6):11-12.
[43]Herron J D1 The Chemist ry Classroom1American Chemical So2ciety:Washington DC,1996:103-104.
[1]施良方.学习论[M].人民教育出版社,2001:225-230.
[2]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[M].北京:北京师范大学出版社,2002,
[1]王磊等.普通高中课程标准实验教科书·化学(选修①——选修⑥)[M].山东:山东科学技术出版社,2007.
[2]姚任生.新课改需要创新化学教学[J].中学化学教学参考,2006(11):36.
[1]朱清勇.初中化学应重视初高中化学衔接教学[J].林区教学,2008(10):105-106.
[1]刘彦华.从中学化学的整体教学来把握初中化学教学[J].教法与学法,2007(8):41-42.
[1]Herron J D1 The Chemist ry Classroom1 American Chemical So2ciety:Washington DC,1996:103-104.
[2]刘艳华.高一学生化学学习困难的原因及对策[J].延边教育学院学报,2007 6:31-34.
[1]翁祥多.新课程改革中优化初高中化学衔接教学策略[J].现代中小学教育,2007(7):34-36.
[1]杜开学.化学教学中应加强概念的教学[J].教材教法,2007(2):26-27.
[2]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995:91-92.
[1]贺建华.化学概念教学不可忽视[J].青海教育,2006(5):46-47.
[1]胡安华,包朝龙.“引导发现法”在化学概念教学中的应用[J].现代中小学教育,2007(1):52-55.
[1][2]中华人民共和国教育部.普通高中化学课程标准实验稿[M].北京:北京人民教育出版社,2003.
[3]化学课程研制组.普通高中化学课程标准解读实验稿[M].武汉:湖北教育出版社,2002.
[4]中华人民共和国教育部制定.全日制义务教育化学课程标准实验稿[M].北京:北京师范大学出版社,2001.
[5]张大均.教育心理学(第二版)[M].北京:人民教育出版社,2004:112.
[6]王祖浩,吴星.高中化学教学参考书.化学1(必修)[M].南京:江苏教育出版社,2005。
[7]王磊等.普通高中课程标准实验教科书·化学[M].山东:山东科学技术出版社,2007.
[8]王春.新课程理念下高中化学有效教学策略的研究[M].化学教学,2005:33.
[9]王磊.科学学习与教学心理学基础[M].西安:陕西师范大学出版社,2002:59-65.
[10][11]施良方.学习论[M].人民教育出版社,2001:225-230.
[12]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[M].北京:北京师范大学出版社,2002.
[13]钟启泉,崔允漷.基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
[14]刘电芝.学习策略研究[M].北京:人民教育出版社,1999:101-102.
[15]课程教材研究所化学课程教材研究开发中心.义务教育课程标准实验教科书·化学(九年级上、下册)[M].北京:人民教育出版社,2001.
[16]王磊等.普通高中课程标准实验教科书·化学(选修①——选修⑥)[M].山东:山东科学技术出版社,2007.
[17]秦俊生主编.中小学学习科学研究[M].北京:中国统计出版社,2001:6.
[18]张大均.教与学的策略[M].人民教育出版社,2003:99.
[19]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995:91-92.
[20]张大均.教与学的策略[M].北京:人民教育出版社,2003:89-93.
[21]姚任生.新课改需要创新化学教学[J].中学化学教学参考,2006(11):36.
[22]朱清勇.初中化学应重视初高中化学衔接教学[J].林区教学,2008(10):105-106.
[23]罗秀玲,钱扬义.布卢姆与奥苏贝尔的学习理论在化学概念教学中的综合应用[J].化学教育,2007(1):62-63.
[24]胡安华,包朝龙.“引导发现法”在化学概念教学中的应用[J].现代中小学教育,2007(1):52-55.
[25]刘艳华.高一学生化学学习困难的原因及对策[J].延边教育学院学报,20076:31-34.
[26]翁祥多.新课程改革中优化初高中化学衔接教学策略[J].现代中小学教育,2007(7):34-36.
[27]杜开学.化学教学中应加强概念的教学[J].教材教法,2007(2):26-27.
[28]董运红.新课程背景下初高中化学教学的衔接浅[J].科教文汇,2007(1):22.
[29]刘彦华.从中学化学的整体教学来把握初中化学教学[J].教法与学法,2007(8):41-42.
[30]曹军亭.谈新课标下初高中化学教学的衔接略[J].中小学实验与装备,2006(6).
[31]林桑.高中化学新课程概念教学浅议[J].福建教育学院学报,2008(3):24.
[32]何永红,吕琳.论初高中化学课程标准的衔接[J].中学化学教学参考,2003(12):1-5.
[33]福建省化学教研室.福建省普通高中新课程化学学科教学实施指导意见[J].http//www.fjedu.gov.cn.2006:3-8.
[34]贺建华.化学概念教学不可忽视[J].青海教育,2006(5):46-47.
[35]宋秋前.课堂教学问题问诊与矫治[J].教育研究,2001(4).
[36]何夕林.对新课程背景下课堂教学有效性的思考[J].中学化学教学参考,2007(6):5-6.
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