【作者】 王海燕；

【导师】 王程杰；

【作者基本信息】 华东师范大学 ， 学科教育， 2009， 硕士

【摘要】 根据义务教育阶段化学课程标准的要求,初三的学生要能够用化学用语表示生活中简单的物质以及化学反应,解释一些简单的现象。在几年的教学实践中,笔者发现初三的学生在学习化学的过程中,刚开始兴趣盎然,但是在学习分子、原子、元素符号、化学式以及化学方程式之后,学生的学习开始出现分化现象,不少学生感觉到化学难学,听不懂,没有兴趣。调查发现,初中阶段的化学学习,符号表征的分化作用最大。三重表征是一种能体现化学学科特征的思维方式,它有利于学生更好地理解化学,具有一系列独特的魅力和价值。因此,笔者提出,在初中化学用语教学过程中,重视学生的三重表征过程,突破化学用语学习困难造成的化学学习分化现象,提高化学教学的效果。本论文主要探讨了两个方面的问题:化学用语学习中“宏观-微观-符号”三重表征的理论构建;以及培养学生三重表征思维方式的实践研究。本研究自编问卷,采用问卷调查及个人访谈相结合的研究方法。在培养学生形成三重表征思维方式的实践研究中,我们抽取了江阴市澄西中学初三年级的两个班级进行实验。经过一个阶段的教学实验,我们发现实验班与控制班在三重表征的意识与能力方面都有了很大差别,实验班的学生已经初步具备了三重表征意识,这表明三重表征思维方式是可以培养的,我们构建的教学策略是可行的、有效的。另外,从学生的反馈信息以及化学成绩等事实也都充分说明了在初中化学用语教学过程中,重视学生的三重表征过程,有助于学生学习化学用语。论文最后对研究中存在的问题进行了讨论与展望,为以后继续研究指明了方向。本课题为初中阶段化学用语的学习提供了一个新视角,对于促进化学教学实践的发展,增进学生对化学用语知识的理解,都具有积极的理论和实践价值。更多还原

【Abstract】 According to the requirements of Chemistry curriculum standards, junior 3 students are capable of expressing simple materials and chemical reactions in life and also explaining some simple situations. During several years’ teaching practice, the author has found that, during the course of learning Chemistry, junior 3 students begin to learn Chemistry with interest, but while they learn about Molecule, Atom, Element symbols, Chemical formula, polarization phenomena often appear. Then some students find it difficult to learn Chemistry, thus having no interest in Chemistry any more. The research shows that differentiation of symbolic representation functions most in junior Chemistry learning, and threefold representation is able to embody Chemistry characteristic thinking mode, which, of course, is beneficial and valuable to the understanding of Chemistry. Therefore, the author emphasizes that junior Chemistry teaching should attach importance to threefold representation, and carefully deal with polarization phenomena caused by some difficulties in chemical terminology, then improve Chemistry teaching.The research focuses on two aspects: The theory’ s constructing about " macro-micro-symbol" threefold representation, and The practical research of students’ thinking mode of threefold representation.In the practical research, the author has adopted questionnaire investigating method and clinic interview method and has selected two classes of junior 3 in Jiangyin Chengxi Middle School as experiment objects. After a semester, the experiment class and the control class have got a great difference in the consciousness and the ability of threefold representation. The students of experiment class have already had initial threefold representation consciousness. Therefore, the author thinks that threefold representation is available by teaching and the author’ s teaching strategy is effective. Moreover, the result of research proves that threefold representation really contributes to students’ chemical terminology learning.In the end, the essay previews the prospect for future research together with analyzing the problems existing in the research.In a word, the research provides a new view for chemical terminology learning in junior period. It possesses very positive academic and practical significance for enriching learning theory of chemistry, accelerating the development of teaching practice and promoting students’ comprehension to chemistry.更多还原