摘 要
国家要求新课程改革,建立新型的教师队伍,对一线的教师提出了一系列的要求,在原有教师知识结构体系中都需要知识结构化的更新。因此,高中教师在实践的教学过程中运用知识结构化能够有效的促进教学的安排,同时帮助学生在课堂中得到更多的知识和方法,这也是当前相应国家新课程背景下的有利号召,在整个教学形态中都应该坚持和完善,已达到更好的教学目的,为了更好的阐述论文的主题,本文列举了XX市高中教师和学生在对“电解质溶液”教学过程中,阐述了在知识结构化教学模式下存在的问题以及提出了相关策略。
本论文主要分为四个部分。第一部分绪论,主要从问题的研究背景、研究意义、文献综述以及相关的概念进行简单概括。论文研究主要采用了文献查阅、问卷调查、课堂观察和个案访谈等方法,旨在通过对高中化学教师的学科知识结构的重构或者说是完善过程进行研究。第二部分文是研究设计,这一部分从对本论文的阐述进行调查问卷和访谈的设计两大部分。这两个部分主要分为是:①化学教材电解质溶液实验分析,从本论文研究阐述的事例进行分析,介绍事例的性质和主要问题;②从研究对象、研究方法、研究工具以及研究思路四个方面阐述了关于本论文设计的过程,目的是能够更加清晰的阐述论文的立场。本研究的侧重点即为化学教师的学科知识结构。第三部分是研究结果与分析。本论文采用自编的调查问卷,以XX市部分中学化学教师为研究对象,调查分析了该市高中学化学教师的基本情况、高中化学教师的学科知识结构、高中化学教师的学习自主性、高中化学教师的实验意识以及高中化学教师专业发展过程中面临的困难等几个方面。第四部分研究结论与启示。在对高中化学教师的学科知识结构优化过程的实践研究基础上,总结所得出的结论及其引发的启示和思考。论文最后也指出了研究中存在的不足:问卷调查的测试项目相对较少,未能全面反映调查对象的学科知识结构。
关键词:知识结构化;知识结构化教学;教学策略;结构化知识
Abstract
The state requires the new curriculum reform, the establishment of a new type of teachers, the front line of teachers put forward a series of requirements in the original teacher knowledge structure system requires knowledge of structured updates. Therefore, the use of knowledge structure in the teaching process of high school teachers can effectively promote the teaching arrangement, and help students get more knowledge and methods in the classroom. This is also the favorable call in the current curriculum of the corresponding countries. In order to better explain the theme of the paper, this article lists the XX high school teachers and students in the "electrolyte solution" teaching process, elaborated in the knowledge of the knowledge of the " The problems existing in the structured teaching mode and the related strategies.
This paper is divided into four parts. The first part of the introduction, mainly from the problem of research background, research significance, literature review and related concepts for a simple summary. The research of this paper mainly adopts the methods of literature review, questionnaires, classroom observation and case interviews. It aims to study the structure of the subject knowledge of high school chemistry teachers or the perfection process. The second part is the research design, this part from the elaboration of this paper questionnaire and interview design of the two parts. The two parts are divided into four parts: (1) The experimental analysis of the electrolyte solution of the chemical textbook is carried out from the examples described in this paper, and the nature and main problems of the case are introduced. (2) From the research object, the research method, the research tool and the research idea The purpose of this paper is to clarify the position of the paper more clearly. The focus of this study is the subject structure of chemistry teachers. The third part is the research results and analysis. In this paper, the self-made questionnaire is used to study the basic situation of chemistry teachers in high school in the city, and the subject knowledge structure of high school chemistry teachers, the autonomy of high school chemistry teachers, Chemistry teacher's experimental consciousness and high school chemistry teacher professional development process difficulties and so on several aspects. The fourth part is the conclusion and enlightenment. On the basis of the practical research on the optimization process of the subject knowledge structure of chemistry teachers in high school, the conclusion and the inspiration and reflection are summarized. At the end of the paper, it also points out the shortcomings of the research: the questionnaire is relatively small, not fully reflect the subject knowledge of the subject.
Key words: knowledge structure; knowledge structured teaching; teaching strategy; structured knowledge
目录
第一章 绪论
第一节 研究背景和意义
第二节 相关概念的界定
1.化学知识结构化的界定
2.高中化学知识结构化形成机制
2.1高中化学知识结构与学生认知的区别与转化
2.2高中化学知识结构化的过程
2.3高中化学知识结构化的影响因素
第三节 研究方案
一、研究目标
二、研究思路
三、研究方法
第二章 研究设计
第一节 化学教材电解质溶液实验分析
第二节 一、研