【作者】 梁晓晖； 靳莹；

【Author】 Xiaohui Liang;Ying Jin;Department of Chemistry, Tianjin No.2 Middle School;Department of Chemistry, Tianjin Normal University;

【机构】 天津市第二中学； 天津师范大学；

【摘要】 目前普遍认为,内隐学习对缄默知识,例如过程性知识和策略性知识的理解和运用优于外显学习,对情感态度价值观这样的人文目标的达成有不可替代的作用。本文从促进内隐学习和高中化学教学的结合点出发,研学了相关教育理论。设计了《化学课程学习情况调查问卷》和《高中化学知识调查问卷》,对我校学生进行问卷调查的结果是:高中化学中缄默知识存在的比例较大,内隐学习对高中化学学习效果的影响是明显的;将高中化学知识分为若干板块,调研还诊断出了学生学习的难点,找到了促进内隐学习的切入点。在教学中积极进行科学实验,以团队活动、史学渗透、多元评价等方式促进内隐学习,基于研究经验,提出了促进内隐学习的课堂策略、材料策略、课下策略和外显转化策略,并取得了一定的教学效果:1.促进内隐学习有利于实验过程性技能的培养;2.促进内隐学习有利于情感态度价值观的培养;3.促进内隐学习有助于提高学习成绩;4.促进内隐学习有助于形成良好的教学生态。更多还原

【Abstract】 This article starts from the combinations of implicit learning and high school chemistry education, researches the related pedagogical theories. By designing questionnaires regarding students’ chemistry learning conditions and analyzing the results, we concluded that, implicit learning has an obvious promotion to students’ learning outcome, which is due to the high proportion of tacit knowledge existing latently. In addition, we separated the learning points into several blocks to figure out the challenging parts among students and therefore give solutions. Moreover, we carried out corresponding activities like scientific experiments, multiple evaluations etc. Several strategies were put forward based on classes, after-class study and explicit learning transition. Remarkable achievements have been made in this way, like: 1. Promoting students’ experimental skills. 2. Cultivating students’ emotional attitude and building values. 3. Improving students’ grades. 4. Forming better teaching ecology.更多还原