【作者】 张文娟；

【导师】 杜明成； 亓英丽；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 近年来,关于化学学科理解的研究日益增多,成为研究热点,但其中大多是针对于教师的化学学科理解,而在当今追求素养为本的教育理念下,促进学生的学科理解也尤为重要。促进学生的学科理解要求教师不能将教学窄化为具体知识的学习,而要引导学生对化学学科知识形成结构化的认识,同时更要关注知识背后蕴含的化学思维方式、方法以及化学思想观念等,从中抽提出可以广泛迁移的认识视角和认识思路,以便能够使复杂陌生的问题简单化和熟悉化,有利于真实问题得到有效解决。而促进学生的学科理解离不开学生积极的思维活动,因此以化学思维课堂为载体来促进学生的学科理解具有重要的意义。围绕促进学生学科理解的“氮的循环”思维课堂教学这一研究主题,论文首先对化学学科理解和思维课堂以及氮的循环相关内容等进行了文献综述,了解目前的研究现状,在此基础上对本研究的核心概念即化学学科理解和和促进学科理解的化学思维课堂进行了界定,并提出了以化学学科知识、认识视角、认识思路为三要素的学科理解力。基于上述工作,论文对促进学生学科理解的化学思维课堂进行了理论建构与实践研究。在理论构建方面:首先以促进学生学科理解的思维课堂和普通的思维课堂有何不同之处这一问题为导向,重点探讨了促进学生学科理解的化学思维课堂的特征如知识具有结构化、问题具有系列化和层次性、思维活动具有聚焦性和多样性、教学情境具有真实性和指向性等,并在此基础上提出了相关的教学策略,主要包括以知识承载的理解价值为线索组织学科知识;设置问题组,有效激活思维;设计学习活动,促进学科理解力的提升;创设真实情境,联结学科理解与知识四个方面;然后建构了促进学生学科理解的化学思维课堂的教学流程,主要包括确定教学内容;确定指向学科理解的教学目标;利用真实情境素材设计学习活动,组织教学过程;确定合适的评估方式。在实践研究方面,以理论建构为依据,以《氮的循环》为例进行了相应的教学设计,包括教学思路设计以及具体的教学过程设计,形成了系统地教学方案,并在笔者实习的高中以笔者任教的班级为样本进行该教学设计的实践教学,进一步结合笔者编制的指向学科理解力的测试问卷以及对学生的访谈,对教学效果进行定性、定量的分析,从而检测教学效果。通过上述研究工作,本论文最后得出了以下结论:(1)指向学生学科理解的化学思维课堂能够有效促进学生的学科理解。(2)促进学生学科理解的思维课堂教学有利于学生激发学习兴趣。(3)单元教学是促进学生学科理解的有效形式。更多还原

【Abstract】 In recent years,there are more and more studies on the understanding of chemistry,which have become a research hotspot,but most of them are aimed at teachers ’understanding of chemistry.Under today’s educational concept of pursuing literacy,it is particularly important to promote students’ understanding of subjects.Promote students’ subject understanding requires teachers cannot teaching narrow into specific knowledge learning,and to guide students to form the understanding of chemical knowledge structured,at the same time more attention behind the knowledge of chemical thinking,methods and chemical ideas,etc.,from smoke can widely migration understanding perspective and understanding ideas,in order to be able to make complex strange problems simplification and familiarity,is beneficial to effectively solve the real problem.The promotion of students ’subject understanding cannot be separated from students’ positive thinking activities,so it is of great significance to promote students’ subject understanding with the chemical thinking classroom as the carrier.Around to promote students’ understanding of "nitrogen cycle" thinking classroom teaching the research topic,the thesis first of chemistry understanding and thinking classroom and nitrogen cycle related content such as literature review,understand the current research status,on the basis of this study is the core concept of chemistry understanding and promote the understanding of chemical thinking classroom defined,and put forward the chemistry knowledge,perspective,understanding for three elements of discipline understanding.Based on the above work,the thesis conducts theoretical construction and practical research on the chemical thinking class to promote students’ subject understanding.In terms of theoretical construction: first of all,what is the difference between the thinking classroom that promotes students’ subject understanding and the ordinary thinking classroom,It mainly discusses the characteristics of chemical thinking classes that promote students’ subject understanding,such as structured knowledge,serialization and hierarchy of problems,focus and diversity of thinking activities,authenticity and direction of teaching situations,etc.,And on this basis,we proposed relevant teaching strategies,It mainly includes organizing the subject knowledge with the understanding value of knowledge bearing as the clue;Set up the problem groups,Effectively activate the thinking;Design the learning activities,Promote the improvement of discipline understanding;Create a real situation,Connecting the four aspects of subject understanding and knowledge;Then we construct the teaching process of chemical thinking classroom to promote students’ subject understanding,It mainly includes determining the teaching content;Determine the teaching objectives pointing to the subject understanding;Design of learning activities with real situation materials,Organize the teaching process;Identify the appropriate assessment methods.In terms of practical research,based on theoretical construction,in the cycle of nitrogen,for example,the corresponding teaching design,including teaching idea design and specific teaching process design,formed the systematic teaching scheme,and in the high school practice in the author of the sample of the teaching design practice teaching,further according to the author of subject comprehension test questionnaire and interview with students,qualitative and quantitative analysis of teaching effect,to detect the teaching effect.Through the above research work,the present thesis finally draws the following conclusions:(1)The chemical thinking class pointing to students ’subject understanding can effectively promote students’ subject understanding.(2)Classroom teaching of thinking that promotes students ’understanding of subjects is conducive to stimulating students’ interest in learning.(3)Unit teaching is an effective form to promote students’ subject understanding.更多还原