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“离子反应”优质课中核心概念课堂教学行为特征的研究

【作者】 杜阳

【导师】 郑长龙;

【作者基本信息】 东北师范大学, 课程与教学论, 2018, 硕士

【摘要】 为了打造高效化学课堂,需要从化学课堂教学结构的不同层面进行教学行为研究,找出相关规律。众多研究和实践已经表明,优质课堂的教学有效性较高。本研究基于东北师范大学郑长龙教授课题组提出的CPUP化学课堂结构模型,系统地对6节“离子反应”优质课中出现的“电解质”、“电离”“离子反应”三个核心概念板块教学系统进行教学行为分析。所选课例均为参加全国或地区级“高中化学新课程改革成果展示观摩活动”中的优质课,具有很强的代表性,对广大一线教师,特别是新手教师的教学实践有较高的参考意义。本研究主要包括四大部分,即绪论部分,主要介绍研究问题的起源、研究意义和目标、理论基础与概念界定、文献综述等;研究方法部分,主要介绍研究对象、研究思路与方法以及“离子反应”专题课的课标分析与教材分析;主体研究部分,完整呈现各课例三个核心概念板块教学系统的教学行为特征;结论部分,基于研究结果的横向对比,并总结出优质“离子反应”专题课核心概念教学板块的教学行为特征和规律,并据此提出相关建议。通过本研究笔者发现,三个核心概念板块的教学活动均以教师主导的教学行为为主,同时学生参与度较高的教学行为链(B、C型链)的频次和用时两方面均明显高于学生参与度较低的教学行为链(D、E型链),学生的课堂参与度较高;7小类教学行为对中,教师“控”的比例最低,学生自主建构学习内容的机会较多。基于以上教学行为特征研究结论,笔者给出了几点教学建议,以期与专家和教师们交流探讨。

【Abstract】 To achieve a high-efficient chemistry class,it is necessary to study the teaching behaviors from different aspects of chemistry classroom’s teaching structure and find out the relevant rules.Numerous studies and practices have shown that a high-quality classroom is more effective in teaching.Based on the CPUP chemistry classroom structural model,which was proposed by Prof.Zheng Changlong’s research group of Northeast Normal University,this paper systematically studies the teaching behaviors of Plate Teaching System by analyzing the three core concepts including “electrolyte”,“ionization” and “ionic reaction” appeared in the 6 special classes about “ionic reaction”.All the selected classes are regional or national high-quality courses from “Observe and Emulate the Achievements of Senior High School Chemistry New Curriculum Reform Activities”,which are highly representative and have great reference significance of the teaching practice for the first-line teachers,especially the novice teachers.There are mainly four parts in this research as follows: introduction part,introduces the origin,the research significance and the purpose of the research questions and explains the theoretical basis,the definitions of concepts and the literature review;the research method part,which is mainly about the research object,the research idea and the research method,as well as the analysis on the curriculum and textbook of “ironic reaction” classes;the research body part,which fully presents the analysis of the teaching behavior features of the three core conceptual Plate Teaching System of each class;the conclusion part,which,based on the horizontal comparison of the results,summarizes the features and the rules of the teaching behaviors in the core conceptual teaching plates of high-quality “ironic reaction” classes,and proposed some related recommendations as well.According to this research,it is found that the teaching activities of the three core conceptual plates were mainly around teacher-oriented teaching behaviors,and the frequency and time of the teaching behavior chain(B,C-type chain)with students’ high participation are significantly higher than those of the teaching behavior chain with students’ low participation,in the classroom participation is higher;in the 7 subclasses of teaching behavior-pairs,the teacher’s “control” is with the lowest proportion,and the students have more chances to self-construct the learning content.Based on the results about the research on teaching behavior features,the author propose some teaching suggestions,hoping to communicate with experts and teachers.

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  • 【网络出版投稿人】 东北师范大学
  • 【分类号】G633.8
  • 【下载频次】148
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