论化学教学中培养学生探究学习方式的建构主义理论基础

【作者】 唐海玲；

【导师】 郑长龙；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 新一轮化学课程改革强调：以科学探究为突破口，转变学生的学习方式，培养学生的科学素养。有效落实这一目标的关键，是在化学教学中积极主动地开展探究学习活动，促进学生以探究的方式进行学习。但是，只有首先明确应该让学生掌握哪些探究学习方式，才能有效开展探究学习活动，并有针对性地对学生加以培养。因此，研究如何培养学生进行探究学习就成为当前化学教学改革急需解决的问题，有必要对之进行研究。 本文主要以建构主义理论为依据，以《标准》中对探究学习活动的建议和要求出发，明确了实验探究和调查探究是开展探究学习活动的主要方式，以及两种探究学习方式的特点；并深入分析了实验探究和调查探究，提出了化学教学中具体的探究学习方式，分别为以实验为基础的探究实验、观察、设计实验、推断、鉴别、测定和以调查为基础的参观、查阅、收集及调查，使化学教学中对学生进行探究学习培养具有针对性。并依据建构主义理论对实验探究和调查探究从创设探究情境、提高学生探究兴趣及对学生进行全面评价等几个方面提出了相应的教学策略。为化学教学中促进学生进行探究学习、培养学生的科学素养提供了可行性参考。更多还原

【Abstract】 It is emphasized in the new reformation plan of chemical curriculum that science inquiry should be the breakthrough point in chemical curriculum and instruction, the learning style of students should be improved and at the same time the scientific literacy of students should be cultivated. In order to achieve the goal effectively, the students must first of all know how to inquire, that it to say, they should grasp the inquiry methods which is the key point in developing the inquiry learning activities which guarantees the achievement of the new reformation plan of chemistry instruction.Based on the constructivism theory, following the suggestions and requests in the Fully Time Compulsory Education Curriculum Standards of Chemistry (experiment draft), this thesis makes it clear that the experimental inquiry and the investigating inquiry are the main approaches in the inquiry learning activities. After analyzing these two approaches in detail, the author proposes some concrete learning in scientific inquiry activities according to the characteristics of these two inquiry approaches. They are inquiry experiments, observation, designing the experiment, deducing, differentiating and measuring which are based on the experiments; visiting, reading, collecting materials , asking and investigation which are based on the investigation.Finally, the author suggests several corresponding instructional strategies in how to create the interests of students to inquire and how to evaluate the students’ achievements that may serve as useful reference in developing the inquiry activities.更多还原