【作者】 张霞；

【导师】 沈理明；

【作者基本信息】 苏州大学 ， 课程与教学论， 2005， 硕士

【摘要】 本文对基于新课程理念的中学化学教学设计进行了理论和实践研究。文章回顾了教学设计的历史,对教学设计的定义、组成、理论基础等进行综述,对已有教学设计的经验和不足进行分析;研究新课程改革的理念,以及结合新课程理念进行教学设计的目的和意义,在此基础上提出了实施途径设想;运用新课程理念进行化学教学设计,并在高一年级进行了实证研究,研究结果表明: 1、用编制的问卷首次调查中,高一新生对化学学习的兴趣不浓,对新课程所倡导的探究、合作、自主的学习方式陌生; 2、实施基于新课程理念的教学设计初始阶段,学生并不适应,甚至有学生表示反感; 3、经过5个月的实证研究,再做与1同样的调查,学生对化学学习的兴趣明显增加,能主动参与探究、合作与自主的课堂学习活动; 4、多元化的评价方式,使很多同学得到了意想不到的进步,在中学教育、教学中的作用不可低估。 面对新课程改革,教师首先要深刻领会新课程理念,然后要坚持在教学设计中体现这些理念。一方面要借鉴别人的经验,另一方面要发挥自己的创造力,营造出探究、合作、自主的中学化学课堂,并结合多元化评价,最大程度的促进学生全面发展。更多还原

【Abstract】 This paper studies the theoretical and practical aspects of the chemical teaching design of middle school based on new course ideas. The article reviews the history of instructional design, takes a comprehensive account of its definition, components, theoretical foundation etc. and analyses its advantages and disadvantages. Furthermore, the paper studies the ideas of the new course reform, and the purpose and meaning of applying these new course ideas to instructional design, and put forwards a method for implementing it. Conducting the chemical teaching design based on new course ideas and its practice in first year students in senior high school are also included in this paper. Results:1. The initial investigation of the questionnaire showed that the students demonstrate only weak interest in learning chemistry, and were unfamiliar with the exploring, cooperating and autonomous way of learning advocated by new course ideas.2. The students felt uncomfortable with the teaching design at an early stage, and some of them even show antipathy.3. After the 5-month case study, a similar investigation was done which indicated that the students were showing more and more interest in learning chemistry and would often actively participate in various kinds of class activities.4. The multiple-facet evaluation enabled the learners to progress unexpectedly and played an important role in high school education.In face of the new course reform, teachers must take the initiative to understand its core ideas and then embody these ideas in teaching design. In pedagogical practice, they need, on the one hand, learn from other teachers and on the other hand, bring their own creativity to the full play, trying to create an exploring, cooperating and autonomous atmosphere in the class and promote learners’ all-round development using multi-facet evaluation.更多还原