【作者】 刘倩；

【导师】 刘玉荣；

【作者基本信息】 河南师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 随着《普通高中化学课程标准(2017年)》的问世,核心素养由被学者关注到被一线教师所熟知,一场以核心素养培育的课程改革早已拉开序幕。化学作为自然科学基础之一,研究化学学科核心素养,对培养学生的必备品格和关键能力有着独特的作用。为发展学生的化学核心素养,真正让核心素养培育落实在课堂上,作为新课程理念的直接践行者的教师,其对核心素养内涵的理解水平,新课改背景下教学策略的选择直接决定着学生核心素养能力的发展,因此基于核心素养的教学设计研究是有重要意义的。首先通过文献综述,对国内外文献进行研究,整理核心素养的提出背景、研究现状,对核心素养相关的素养、化学学科核心素养进行阐述与界定;然后从核心素养培育的目标出发,在三所不同层次的学校中进行核心素养培养现状的调查,分析化学核心素养的五个维度的发展水平情况为后面教学设计做准备;接下来结合问卷调查的结果和对相关核心素养理念的理解,构建了单元设计—教学评一致性—学习任务驱动—真实情境构建四个方面的教学策略,形成教学设计的基本思路;最后依据教学策略进行案例设计,案例一《水溶液中的离子反应与平衡》的单元组织线索是从水溶液中平衡问题解决的认识思路出发而进行的设计,旨在有序地培养学生的化学核心素养,为确保其操作可行,再以《沉淀溶解平衡》为例进行了详细的课时教学设计。案例二《铁盐和亚铁的转化》主要是从探究铁盐和亚铁盐转化这一具体问题组织的教学单元,旨在突出发展学生科学探究素养。该论文可以得出以下结论:(1)在对“高中生化学核心素养培养现状”数据的整理、统计中发现,当前化学教学中素养能力的培养仍然任重道远。五个化学核心素养的测试平均得分为60.31分,仅仅是接近及格线,这与立德树人的要求相差甚远。五个程度发展情况都有差别,发展最好的为“科学态度与社会责任”素养,说明学生普遍建立起化学服务社会的意识;发展最差的为“科学探究与创新意识”素养,说明普遍学生科学探究能力差,并严重缺乏创新精神,面对现实问题难以使用所学知识解决,说明进行课堂改革迫在眉睫。(2)对高中生素养培养情况有所了解后,结合化学核心知识、《化学课程标准(2017年)》中的内容要求以及相关理论,尝试提出有利于核心素养培育的教学策略,单元设计、教学评一致性、学习任务驱动和真实情境创设,分别用于规划素养、监测素养、连接素养、承载素养。最后依据单元组织的两种线索设计两个教学案例,探讨核心素养的整体规划和落实,说明四个方面策略的提出对化学学科教学的重要性和应用价值,为处于新课改下的教师提供更多设计的思路和视角。更多还原

【Abstract】 With the publication of " chemistry curriculum standard of ordinary high school(2017)",the key competency is paid attention to by scholars to be known by front-line teachers.a curriculum reform based on the key competency cultivation has already begun.Chemistry,as one of the bases of natural science,plays a unique role in cultivating students’ essential qualities and key abilities.In order to develop students’ chemical key competency,and make the cultivation of key competency implement in the classroom,as a direct practitioner of the new curriculum concept,teachers’ understanding of the connotation of key competency,the choice of teaching strategies under the background of the new curriculum reform directly determines the development of students’ key competency ability,so the teaching design research based on key competency is of great significance.First of all,through literature review,the domestic and foreign literature research,sorting out the proposed background of key competency,research status,the key competency related to competency,chemistry key competency to elaborate and define;Then,starting from the goal of cultivating key competency,we investigate the present situation of cultivating key competency in three different levels of schools,and analyze the development level of five dimensions of chemical key competency to prepare for the later teaching design.Then,based on the results of the questionnaire and the understanding of the relevant key competency idea,the paper constructs four teaching strategies of unit design,teaching evaluation consistency,learning task-driven and real situation construction,and forms the basic idea of teaching design.Finally,according to the teaching strategy to design the case,case one " ionic reaction and equilibrium in aqueous solution" unit organization clues is from the solution of the problem of equilibrium in aqueous solution of the understanding of ideas and design,in order to orderly cultivate students’ core quality of chemistry,in order to ensure its operation is feasible,and then take " precipitation dissolution equilibrium" as an example to carry out a detailed class teaching design.Case two,the transformation of iron salt and ferrous salt,is a teaching unit organized from the specific problem of exploring the transformation of iron salt and ferrous salt,aiming at highlighting the development of students’ scientific inquiry competency.Based on the above study,the following conclusions can be drawn:1)in the " senior high school students’ chemical key competency training status" data collation,statistics found that the cultivation of competency in the current chemistry teaching is still a long way to go.The average score of the five key chemical competency tests was 60.31,just close to the pass line,which was far from what the lide tree people required.There are differences in the five levels of development,the best development for the " scientific attitude and social responsibility" competency,that students generally establish the consciousness of chemical service society;The development of the worst for the " scientific inquiry and innovation consciousness" competency,shows that the general students’ scientific inquiry ability is poor,and a serious lack of innovation spirit,in the face of practical problems is difficult to use the knowledge to solve,shows that the classroom reform is imminent.(2)after understanding the cultivation of high school students’ competency,combined with the key knowledge of chemistry,the content requirements of the chemical curriculum standards(2017)and related theories,try to put forward teaching strategies conducive to the cultivation of key competency,unit design,teaching evaluation consistency,learning task-driven and real situation creation,respectively,for planning competency,monitoring competency,connection competency,bearing competency.Finally,two teaching cases are designed according to the two clues organized by the unit,the overall planning and implementation of key competency are discussed,the importance and application value of the four aspects of strategy to chemistry teaching are explained,and more design ideas and perspectives are provided for teachers in the new curriculum reform.更多还原