【作者】 刘艳；

【导师】 周勇； 王存宽；

【作者基本信息】 宁波大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 随着新课程教学的不断发展,初中化学的教学理念有了明显的变化,新课程理念倡导课堂从学生出发,教学要激发学生的学习兴趣,调动学生的学习积极性。课程改革的同时,也给初中化学复习课带来了很大的挑战,教师对如何在有限的复习时间内,全面提高复习效率,提升学生思维发展水平,调动学生自主学习能动性,仍然存在很大的困惑。SOLO分类理论是一种认知发展理论,对学习者在某一具体问题上作出的反应进行分析,将学习者的思维结构进行分层,按照复杂性由低到高划分为5个层次,对学习者的学习过程进行质性的评价。教师可以借鉴SOLO理论对学生的反馈进行评价,判断学生的思维水平,由此可以得出学生在某一学科知识上的认知水平。本文以SOLO理论为指导,结合初中化学的学科特点,从学生的思维水平出发,具体分析了初中化学课程的内容,对初中化学教学目标进行了SOLO分类,合理安排了复习内容的教学顺序,采用一定的教学策略,对初中化学复习课进行设计,进而实施教学并及时调整教学,以期提升学生化学思维水平。本研究主要运用案例研究方法,通过实验班和对照班的教学试验,对比学生学习能动性和认知水平发生的变化,结合对学生进行的访谈,由实验数据和访谈可知,SOLO理论指导的课堂教学设计符合学生的认知发展规律,可以客观的判断学生的思维水平,教师可由此来有效的调整教学进度和优化课堂教学设计,在此基础上的教学不仅提高学生的认知水平,提高了学生的化学成绩,还可以提升学生化学思维水平,激励学生进行深层次的学习。因此,SOLO理论对初中化学复习课设计有着指导性的意义。更多还原

【Abstract】 With the continuous development of the new curriculum teaching,junior middle school chemistry teaching ideas have obvious changes,advocate starting from the students,stimulate students’ interest in learning,to mobilize students’ learning enthusiasm,But at the same time to the junior middle school chemistry recitation class brought a big challenge,how to teachers in a limited review time,comprehensive review efficiency,enhance the level of students’ thinking development and mobilize students’ learning initiative,there are still a lot of confusion.SOLO theory is a theory of cognitive development,react to the learner in a particular problem is analyzed,the learners’ thinking in layered structure,according to the complexity from low to high is divided into 5 levels,qualitative evaluation on learners’ learning process.Teachers can draw lessons from SOLO theory to evaluate the students’ feedback,students’ thinking level,which can draw students’ cognitive level on a subject knowledge.Based on SOLO theory as a guide,combined with the junior middle school chemistry discipline characteristic,concrete analysis of the content of the junior middle school chemistry curriculum,SOLO for junior middle school chemistry teaching target classification,reasonable arrangement order to review the content of teaching,starting from the students’ thinking level,recitation of junior high school to carry on the design,adoption of a certain teaching strategy,teaching and adjust teaching,in order to achieve the goal of improve students’ chemistry thinking level.This study use case study method,through experimental classes and that in comparative classes teaching experiment,compared with students’ learning initiative and cognitive level changes,combined with interviews to students,by the experimental data and the interview,the SOLO theory to guide the design of classroom teaching is in line with the students’ cognitive law of development,can objectively determine the students’ thinking level,teachers can effectively adjust the teaching progress and to optimize the classroom teaching design,on the basis of teaching not only improve the students’ cognitive level,improves the students chemistry,and enhance the level of students’ chemistry thinking and promote the student to carry on the deep study.Therefore,SOLO theory to the junior middle school chemistry recitation design is of guiding significance.更多还原