新课程体系下高中化学探究式教学模式的构建
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摘要
随着新一轮课程改革的开展,探究式教学在中学教学中日益受到重视。高中化学探究式教学模式的构建既反映了时代发展的要求,又体现了化学新课标的要求,同时适应了高中生不断增强的探索需求。在新课程体系下,要构建高中化学探究式教学模式,必须将探究式教学丰厚的理论成果与化学的学科特点有机结合起来。本文将采用文献法和比较研究法,从理论基础、教学目标、教学程序、师生角色及教学策略等方面构建高中化学探究式教学模式,并通过案例来具体分析探究式教学模式在高中化学教学中的应用。
高中化学探究式教学模式有着深厚的理论基础。卢梭顺应人性、顺应自然的理论和杜威的问题教学法为探究式教学的提出奠定了基础;布鲁纳的发现教学法、萨其曼设计的探究训练模式发展了探究式教学理论;施瓦布明确把“探究式教学”作为一种重要教学模式加以研究;建构主义教学理论从主、客体相互作用的角度提出了探究式的教学理念;而研究性学习理论则强调培养学生的创新精神与实践能力。这些研究成果成为构建高中化学探究式教学模式的理论基础。
教学目标是教学模式的核心。在新课程体系下,高中化学探究式教学模式的教学目标应定位于学生在知识与技能、过程与方法、情感态度与价值观等方面的统一和谐发展。具体而言,高中化学探究式教学模式的教学目标应主要包括以下内容:获得有关高中化学的基础知识和基本技能;形成学生的独立思考能力,拓展学生的实践能力和创新能力;获得参与实践的积极体验和丰富经验,养成合作、分享、积极进取等良好的个性品质;形成学生对自然、社会、自我之内在联系的整体认识,发展他们对自然的关爱和对社会、对自我的责任感;培养学生严谨求实的科学态度和科学精神。这样,才能真正体现高中化学新课标的精髓。
教学目标的顺利实现需要精心设计的教学程序作保障。在新的课程体系下,高中化学探究式教学模式的实施程序应着力突出学生的主体地位,在明确目标、创设情境、确定问题、提出假设、自主探究、合作讨论、得出结论、知识应用等一系列过程中提高学生科学探究的能力。首先,教师要明确教学目标,确定当前所学知识的主题,从而科学合理、有侧重地进行探究式教学。其次,教师要创设学生主体活动的情境,提供学生探究的情境,让学生获得经验,在情境中建构知识的理解。第三,依据创设的情境,明确要探究的问题。在这一环节,教师必须善于引导学生从创设的情境中主动发现和提出问题。第四,对于已经明确的问题,鼓励并引导学生对于问题的结论进行大胆的猜想与合理的假设,以培养学生的想象能力和创新意识。第五,学生在提出假设的基础上进行自主探究活动,搜集证据,寻求问题的答案。在探究过程中,教师要指导学生制订出较详细的探究计划,通过多种途径搜集资料和证据,以激发学生的学习兴趣,增进他们对科学的情感,从而初步形成科学探究的能力。第六,在对所收集的证据进行筛选、整理、归类、统计和分析等综合处理、并运用已有知识得出符合证据的结论后,应鼓励学生进行合作讨论,以深化认识和理解。第七,通过学生间的合作讨论得出问题的最终结论。这时,教师要对结论进行相应的评价,使学生完成自我完善、自我发展、自我重塑的整个过程。最后,通过各种形式安排学生对所探究问题的相关知识进行运用,促进学生的拓展提高,促使学生进行反思。这些活动环环相扣、逐步递进,构成了高中化学探究式教学模式的基本教学程序。
在高中化学探究式教学模式中,必须正确把握师生角色与作用,同时采取相应的教学策略。在新课程体系下,高中化学探究式教学模式中的师生角色定位应有利于促进师生之间的互动:教师在教学方面要成为教学过程的设计者、教学过程的组织者、问题情境的创设者、信息的咨询者和教学过程的反思者,在发挥学生主体性作用方面要成为学习知识的引导者、学习过程的促进者、学生学习的合作者、学生情感的支持者、学习过程的评价者,另外,教师还要成为教育科学的研究者;学生则应成为探究式教学的主动反思者、参与者与合作者。新课程体系下高中化学探究式教学的教学策略则应突出问题探究的核心地位,使整个教学过程围绕“提出问题、解决问题”而展开。主要包括以下策略:精心设计教学内容,明确陈述教学目标,适时组织师生讨论,建立和谐的师生关系,创建主动学习的教学环境,精心组织并指导探究,进行开放性、多元性的评价等。
高中化学探究式教学模式的构建对于贯彻落实高中化学新课标的要求,培养学生的科学素养和创新能力必将起到重要的作用。
With the launch of the new round of courses reform, the exploratory teaching pattern is paid more and more attention in the teaching of middle school. The construction of the exploratory teaching pattern of chemistry in high school not only reflects the development of the times, it has also embodied the chemistry curriculum standard requirements, At the same time, it meets the increasing exploration demand of the high school students. To construct the exploratory teaching pattern of chemistry in high school under the new course system, it is necessary to combine the theory of the exploratory teaching with the subject characteristic of chemistry. This article will use literature and comparative research methods to construct the exploratory teaching pattern of chemistry in high school, focusing on the theoretical foundation, the teaching goal, the teaching program, the roles of teacher and students, the teaching tactics. In addition, a case will be showed to analyse the application of the exploratory teaching pattern of chemistry in high school.
There are deep theoretical foundations in the exploratory teaching pattern. Rousseau’s theories of complying with humanity and in accordance with the nature and Dewey’s problem teaching method established the foundation of the exploratory teaching pattern; the discovery teaching method of Bruner and the inquiry training mode designed by Suchman developed the theory of the exploratory teaching pattern; Schwab studied the exploratory teaching pattern as a kind of important teaching mode clearly; the structuralism theory proposed the idea of the exploratory teaching pattern from the interactive aspects of teachers and students; the theory of research learning focused on innovative spirit and practical ability of students. These research results become the theoretical foundations of the construction of the exploratory teaching pattern of chemistry in high school.
The teaching goal is the core of the teaching pattern. Under the new course system, the teaching goal of the exploratory teaching pattern of chemistry in high school should be the unified and harmonious development of students in knowledge and skills, course and method , attitude and values. It includes the following content mainly: to obtain necessary knowledge and skill of chemistry in high school ; to form students’ability of thinking independently and to expand their ability of practice and innovation; to obtain abundant experience of participating in practice in person and form good individual character quality , such as cooperation , sharing , keeping forging ahead actively, etc; to realize the whole connection among the nature, the society and themselves so as to develop their care for the nature, the society and their sense of duty to themselves; to train students' scientific attitude and scientific spirit. Only in this way can truly embody the quintessence of high school chemistry curriculum standard.
The achievement of the teaching goal needs the elaboratly designed teaching program. Under the new course system, students should be put in the most important position of the teaching program. The teaching program mainly include showing the goal, founding the situation, ascertaining the issue, putting forward assumption, inquiring independently, discussing with others, drawing conclusions, applying knowledge. By the implementation of the program, students’ability of scientific exploration can be improved. First, teachers should define the teaching goal and fix on the themes of knowledge to be studied in order to carry on the exploratory teaching rationally and with particular emphasis. Second, the teacher should found the situation of student's activity and inquiry to let students obtain experience and construct the understanding of knowledge in the situation. Third, to ascertain the questions to be inquired according to the founded situation. In this link, teachers must be good at leading students to find and put forward the question voluntarily from the founded situation. Fourth, teachers lead students to carry on bold supposition and rational assumption according to the ascertained question, in order to train students' imagination ability and innovative consciousness. Fifth, students carry on the scientific exploration independently on the basis of the proposed assumption, collecting the evidence and looking for the answer to the questions. In the course, teachers should design more detailed plan and lead students to collect relative evidence through the multiple channel, in order to excite students' interest of studying, to promote their scientific emotion and to form their ability to inquiry scientifically. Sixth, after screening, reorganizing, sorting out, counting and analyzing the evidence, and students utilize the knowledge obtained to get conclusion which conforms to the evidence, teachers should encourage students to discuss, which will deepen their understanding of knowledge. Seventh, to draw the final conclusion of the question through the cooperative discussion among students. At the same time, teachers should carry on the appraisal to the conclusion, which will help students to finish the whole course of self-perfection, self-development. Finally, teachers should arrange for students to use knowledge learned through various kinds of forms, promoting students and improve their understanding of knowledge. These activities are linked one by one, forming a teaching chain, which is the basic teaching program of the exploratory teaching pattern of chemistry in high school.
In the exploratory teaching pattern of chemistry teaching in high school, it is necessary to define the roles of teachers and students correctly and to take the corresponding teaching tactics. Under the new course system, the definition of the roles of teachers and students should be helpful to promote the communication between teachers and students. The teacher should become the designer and the organizer of teaching course, the founder of question situation, the consultant of information and the person who introspects during the teaching course. Considering students as the principal part in the teaching course, teachers should become the guider of the study, the promoter of students’interest, the cooperator of studying knowledge, and the supporter of the student emotion, the evaluator of the learning process. In addition, teachers should become the researcher of science of education. On the other hand, students should become participant, cooperator and the introspective person in the exploratory teaching pattern. under the new course system, question inquiry should be put to the key position in the teaching tactics of the exploratory teaching pattern of chemistry in high school, and the whole teaching course should be carried on around‘proposing questions , solving questions’. The teaching tactics of the exploratory teaching pattern of chemistry teaching of high school mainly include: designing the content and the plan of the inquiry teaching, stating the teaching goal clearly, organizing discusses, establishing harmonious teacher-student relationship, founding the environments fit for independent , exploratory study, organizing and guiding inquiry activities, carrying on the opening appraisal .
The construction of the exploratory teaching pattern of chemistry in high school will play an important role in implementing the new course standard of chemistry in senior high school and training students’scientific literacy and innovative ability.
高中化学探究式教学模式有着深厚的理论基础。卢梭顺应人性、顺应自然的理论和杜威的问题教学法为探究式教学的提出奠定了基础;布鲁纳的发现教学法、萨其曼设计的探究训练模式发展了探究式教学理论;施瓦布明确把“探究式教学”作为一种重要教学模式加以研究;建构主义教学理论从主、客体相互作用的角度提出了探究式的教学理念;而研究性学习理论则强调培养学生的创新精神与实践能力。这些研究成果成为构建高中化学探究式教学模式的理论基础。
教学目标是教学模式的核心。在新课程体系下,高中化学探究式教学模式的教学目标应定位于学生在知识与技能、过程与方法、情感态度与价值观等方面的统一和谐发展。具体而言,高中化学探究式教学模式的教学目标应主要包括以下内容:获得有关高中化学的基础知识和基本技能;形成学生的独立思考能力,拓展学生的实践能力和创新能力;获得参与实践的积极体验和丰富经验,养成合作、分享、积极进取等良好的个性品质;形成学生对自然、社会、自我之内在联系的整体认识,发展他们对自然的关爱和对社会、对自我的责任感;培养学生严谨求实的科学态度和科学精神。这样,才能真正体现高中化学新课标的精髓。
教学目标的顺利实现需要精心设计的教学程序作保障。在新的课程体系下,高中化学探究式教学模式的实施程序应着力突出学生的主体地位,在明确目标、创设情境、确定问题、提出假设、自主探究、合作讨论、得出结论、知识应用等一系列过程中提高学生科学探究的能力。首先,教师要明确教学目标,确定当前所学知识的主题,从而科学合理、有侧重地进行探究式教学。其次,教师要创设学生主体活动的情境,提供学生探究的情境,让学生获得经验,在情境中建构知识的理解。第三,依据创设的情境,明确要探究的问题。在这一环节,教师必须善于引导学生从创设的情境中主动发现和提出问题。第四,对于已经明确的问题,鼓励并引导学生对于问题的结论进行大胆的猜想与合理的假设,以培养学生的想象能力和创新意识。第五,学生在提出假设的基础上进行自主探究活动,搜集证据,寻求问题的答案。在探究过程中,教师要指导学生制订出较详细的探究计划,通过多种途径搜集资料和证据,以激发学生的学习兴趣,增进他们对科学的情感,从而初步形成科学探究的能力。第六,在对所收集的证据进行筛选、整理、归类、统计和分析等综合处理、并运用已有知识得出符合证据的结论后,应鼓励学生进行合作讨论,以深化认识和理解。第七,通过学生间的合作讨论得出问题的最终结论。这时,教师要对结论进行相应的评价,使学生完成自我完善、自我发展、自我重塑的整个过程。最后,通过各种形式安排学生对所探究问题的相关知识进行运用,促进学生的拓展提高,促使学生进行反思。这些活动环环相扣、逐步递进,构成了高中化学探究式教学模式的基本教学程序。
在高中化学探究式教学模式中,必须正确把握师生角色与作用,同时采取相应的教学策略。在新课程体系下,高中化学探究式教学模式中的师生角色定位应有利于促进师生之间的互动:教师在教学方面要成为教学过程的设计者、教学过程的组织者、问题情境的创设者、信息的咨询者和教学过程的反思者,在发挥学生主体性作用方面要成为学习知识的引导者、学习过程的促进者、学生学习的合作者、学生情感的支持者、学习过程的评价者,另外,教师还要成为教育科学的研究者;学生则应成为探究式教学的主动反思者、参与者与合作者。新课程体系下高中化学探究式教学的教学策略则应突出问题探究的核心地位,使整个教学过程围绕“提出问题、解决问题”而展开。主要包括以下策略:精心设计教学内容,明确陈述教学目标,适时组织师生讨论,建立和谐的师生关系,创建主动学习的教学环境,精心组织并指导探究,进行开放性、多元性的评价等。
高中化学探究式教学模式的构建对于贯彻落实高中化学新课标的要求,培养学生的科学素养和创新能力必将起到重要的作用。
With the launch of the new round of courses reform, the exploratory teaching pattern is paid more and more attention in the teaching of middle school. The construction of the exploratory teaching pattern of chemistry in high school not only reflects the development of the times, it has also embodied the chemistry curriculum standard requirements, At the same time, it meets the increasing exploration demand of the high school students. To construct the exploratory teaching pattern of chemistry in high school under the new course system, it is necessary to combine the theory of the exploratory teaching with the subject characteristic of chemistry. This article will use literature and comparative research methods to construct the exploratory teaching pattern of chemistry in high school, focusing on the theoretical foundation, the teaching goal, the teaching program, the roles of teacher and students, the teaching tactics. In addition, a case will be showed to analyse the application of the exploratory teaching pattern of chemistry in high school.
There are deep theoretical foundations in the exploratory teaching pattern. Rousseau’s theories of complying with humanity and in accordance with the nature and Dewey’s problem teaching method established the foundation of the exploratory teaching pattern; the discovery teaching method of Bruner and the inquiry training mode designed by Suchman developed the theory of the exploratory teaching pattern; Schwab studied the exploratory teaching pattern as a kind of important teaching mode clearly; the structuralism theory proposed the idea of the exploratory teaching pattern from the interactive aspects of teachers and students; the theory of research learning focused on innovative spirit and practical ability of students. These research results become the theoretical foundations of the construction of the exploratory teaching pattern of chemistry in high school.
The teaching goal is the core of the teaching pattern. Under the new course system, the teaching goal of the exploratory teaching pattern of chemistry in high school should be the unified and harmonious development of students in knowledge and skills, course and method , attitude and values. It includes the following content mainly: to obtain necessary knowledge and skill of chemistry in high school ; to form students’ability of thinking independently and to expand their ability of practice and innovation; to obtain abundant experience of participating in practice in person and form good individual character quality , such as cooperation , sharing , keeping forging ahead actively, etc; to realize the whole connection among the nature, the society and themselves so as to develop their care for the nature, the society and their sense of duty to themselves; to train students' scientific attitude and scientific spirit. Only in this way can truly embody the quintessence of high school chemistry curriculum standard.
The achievement of the teaching goal needs the elaboratly designed teaching program. Under the new course system, students should be put in the most important position of the teaching program. The teaching program mainly include showing the goal, founding the situation, ascertaining the issue, putting forward assumption, inquiring independently, discussing with others, drawing conclusions, applying knowledge. By the implementation of the program, students’ability of scientific exploration can be improved. First, teachers should define the teaching goal and fix on the themes of knowledge to be studied in order to carry on the exploratory teaching rationally and with particular emphasis. Second, the teacher should found the situation of student's activity and inquiry to let students obtain experience and construct the understanding of knowledge in the situation. Third, to ascertain the questions to be inquired according to the founded situation. In this link, teachers must be good at leading students to find and put forward the question voluntarily from the founded situation. Fourth, teachers lead students to carry on bold supposition and rational assumption according to the ascertained question, in order to train students' imagination ability and innovative consciousness. Fifth, students carry on the scientific exploration independently on the basis of the proposed assumption, collecting the evidence and looking for the answer to the questions. In the course, teachers should design more detailed plan and lead students to collect relative evidence through the multiple channel, in order to excite students' interest of studying, to promote their scientific emotion and to form their ability to inquiry scientifically. Sixth, after screening, reorganizing, sorting out, counting and analyzing the evidence, and students utilize the knowledge obtained to get conclusion which conforms to the evidence, teachers should encourage students to discuss, which will deepen their understanding of knowledge. Seventh, to draw the final conclusion of the question through the cooperative discussion among students. At the same time, teachers should carry on the appraisal to the conclusion, which will help students to finish the whole course of self-perfection, self-development. Finally, teachers should arrange for students to use knowledge learned through various kinds of forms, promoting students and improve their understanding of knowledge. These activities are linked one by one, forming a teaching chain, which is the basic teaching program of the exploratory teaching pattern of chemistry in high school.
In the exploratory teaching pattern of chemistry teaching in high school, it is necessary to define the roles of teachers and students correctly and to take the corresponding teaching tactics. Under the new course system, the definition of the roles of teachers and students should be helpful to promote the communication between teachers and students. The teacher should become the designer and the organizer of teaching course, the founder of question situation, the consultant of information and the person who introspects during the teaching course. Considering students as the principal part in the teaching course, teachers should become the guider of the study, the promoter of students’interest, the cooperator of studying knowledge, and the supporter of the student emotion, the evaluator of the learning process. In addition, teachers should become the researcher of science of education. On the other hand, students should become participant, cooperator and the introspective person in the exploratory teaching pattern. under the new course system, question inquiry should be put to the key position in the teaching tactics of the exploratory teaching pattern of chemistry in high school, and the whole teaching course should be carried on around‘proposing questions , solving questions’. The teaching tactics of the exploratory teaching pattern of chemistry teaching of high school mainly include: designing the content and the plan of the inquiry teaching, stating the teaching goal clearly, organizing discusses, establishing harmonious teacher-student relationship, founding the environments fit for independent , exploratory study, organizing and guiding inquiry activities, carrying on the opening appraisal .
The construction of the exploratory teaching pattern of chemistry in high school will play an important role in implementing the new course standard of chemistry in senior high school and training students’scientific literacy and innovative ability.
引文
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29.张安富.论教学活动中的探究式教学模式,交通高教研究,2003 年第 2 期,第 46 页到第48 页。
30.陈小菊.探究教学挑战二十一世纪的教师,广西梧州师范高等专科学校学报,2003 年 7 月第 19 卷第 3 期,第 46 页到第 49 页。