【作者】 张晶；

【导师】 黄翠英；

【作者基本信息】 辽宁师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 2010年,旨在“培养高素质专业人才”的《国家中长期教育改革和发展规划纲要》(2010—2020)出台。在此背景下,2018年教育部颁发的《普通高中化学课程标准(2017年版)》中提倡通过以化学实验为主的多种探究活动,使学生在实践探究中提升实践能力、协作能力、思维能力和创新能力。前置性作业的教学方式是“先学后做、先学后教、少教多学、以学定教”。在探究性实验中引入前置性作业后,教师可以利用前置性作业的低入性、开放性以及自主性等特点,调动学生参与探究的积极性,引导学生利用已学的有关知识和经验去探究和解决问题,逐步构建自己的知识框架,从而充分发挥探究性实验的教学功能。本研究首先通过文献调研,掌握高中化学探究性实验教学和前置性作业的研究现状;通过问卷调查和访谈,了解探究性实验教学的实际情况,发现探究性实验教学中的问题,从而对前置性作业应用于探究性实验教学进行必要性分析。其次,通过分析课程标准对探究性实验教学的要求,结合前置性作业的特点,进行可行性分析,得到将前置性作业应用于探究性实验教学的优势。最后,在必要性和可行性分析的基础上,提出探究性实验前置性作业的设计原则、设计流程,以及前置性作业的应用步骤。在为期两个月的教育实习期间,笔者对基于前置性作业的探究性实验进行教学实践。实践后,通过学生问卷调查和教师访谈两种途径获得教学反馈与评价。结果表明,将前置性作业应用于探究性实验教学可以改善学生学习探究性实验的态度,提高学生发现问题、分析问题并寻求解决问题途径的探究能力,提升探究性实验的课堂教学效率。更多还原

【Abstract】 In 2010,the Outline of the National Medium-and Long-term Education Reform and Development Program(2010-2020),which aims to "train high-quality professionals",was released.Against this background,in 2018,the Ministry of Education issued the "General High School Chemistry Curriculum Standards(2017 Edition)" to advocate through a variety of exploration activities mainly based on chemical experiments,so that students can improve their practical ability,collaboration ability,thinking ability and innovation ability in practical exploration.The teaching method of pre-assignment is "learn before doing,learn before teaching,teach less and learn more,and teach according to learning".Introduced in the exploratory experiments pre-assignment,teachers can use the characteristics of pre-assignment such as learnability,openness,and autonomy,arouse the enthusiasm of students to explore,guide students to learn and use have been related to knowledge and experience to explore and solve the problem,gradually construct their own knowledge framework,so as to give full play to the exploratory experiment teaching function.Firstly,through literature research,this study grasped the current situation of the research on the exploratory experiment teaching of chemistry in senior high school and pre-assignment.Through questionnaire survey and interview,the actual situation of exploratory experimental teaching is understood and problems in exploratory experimental teaching are found,so as to analyze the necessity of the application of pre-assignment in exploratory experimental teaching.Secondly,by analyzing the requirements of curriculum standards for exploratory experiment teaching and combining with the characteristics of pre-assignment,the feasibility analysis is carried out to obtain the advantages of applying pre-assignment in exploratory experiment teaching.Finally,on the basis of necessity and feasibility analysis,the design principle,design process and implementation steps of exploratory experimental pre-assignment are put forward.During the 4-month education internship,the author carried out teaching practice on the exploratory experiment based on pre-assignment.After practice,the teaching feedback and evaluation are obtained through student questionnaire survey and teacher interview.The results show that the application of pre-assignment in exploratory experiment teaching can improve students’ attitude in learning exploratory experiment,improve students’ ability to find,analyze and seek solutions to problems,and improve the classroom teaching efficiency of exploratory experiment.更多还原