發(fā)布時(shí)間：2018-05-18 22:39

  本文選題：學(xué)科交叉 + 教育價(jià)值　； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：學(xué)科交叉教學(xué)是培養(yǎng)學(xué)生綜合能力的重要途徑之一,通過學(xué)科間的橫向聯(lián)系也能有效的提高教學(xué)效率。學(xué)科交叉教學(xué)的實(shí)施需要建立在知識(shí)的交叉點(diǎn)和學(xué)生對(duì)知識(shí)建構(gòu)的基礎(chǔ)上,立足于學(xué)科交叉的研究,梳理理綜學(xué)科知識(shí)的交叉點(diǎn),分析交叉知識(shí)在學(xué)科模塊的編排順序和教育價(jià)值的體現(xiàn),對(duì)于交叉教學(xué)中生物、物理學(xué)科知識(shí)與化學(xué)知識(shí)的有效滲透具有重要意義。本研究在學(xué)科交叉研究相關(guān)文獻(xiàn)的基礎(chǔ)上,以新疆伊犁霍城縣某中學(xué)的高三、高一學(xué)生和高中化學(xué)教師作為調(diào)查對(duì)象,通過問卷調(diào)查分析了學(xué)生和教師對(duì)學(xué)科交叉知識(shí)的認(rèn)識(shí)及其學(xué)科交叉教學(xué)實(shí)施狀況。研究發(fā)現(xiàn)調(diào)查的92.7%的高一學(xué)生和95.0%的高三學(xué)生都認(rèn)為化學(xué)與其他學(xué)科存在著一定的聯(lián)系,學(xué)生在所做的化學(xué)試題中也會(huì)涉及其他學(xué)科的知識(shí)。在教學(xué)實(shí)施的選擇上,79.3%的高一學(xué)生和84.3%的高三學(xué)生都希望化學(xué)教學(xué)中引入其他學(xué)科知識(shí)。通過對(duì)教師的調(diào)查發(fā)現(xiàn)大部分的教師在教學(xué)過程都會(huì)嘗試著引入其他學(xué)科知識(shí),但是學(xué)科交叉教學(xué)實(shí)施的并不理想,主要原因之一是教師對(duì)相關(guān)學(xué)科知識(shí)的欠缺。本研究針對(duì)學(xué)科交叉知識(shí)分析的主要工作是:基于人教版高中7本化學(xué)、12本物理和6本生物教材的知識(shí)進(jìn)行系統(tǒng)的歸納和整理,梳理出化學(xué)與生物、化學(xué)與物理學(xué)科的交叉知識(shí),化學(xué)與生物學(xué)科間存在34個(gè)交叉知識(shí)點(diǎn),涉及生物44節(jié)的內(nèi)容,化學(xué)與物理學(xué)科有21個(gè)交叉知識(shí)點(diǎn),涉及物理26節(jié)的內(nèi)容,交叉知識(shí)主要涉及物質(zhì)結(jié)構(gòu)、有機(jī)化學(xué)和反應(yīng)原理類別的知識(shí)。通過對(duì)交叉知識(shí)在學(xué)科模塊的編排順序和教育價(jià)值的分析發(fā)現(xiàn),基于學(xué)生對(duì)物理、生物學(xué)科知識(shí)的學(xué)習(xí)經(jīng)驗(yàn)進(jìn)行學(xué)科知識(shí)的引入,才利于學(xué)科交叉教學(xué)過程中學(xué)生對(duì)化學(xué)知識(shí)的意義建構(gòu),生物中生命和物理中科學(xué)實(shí)驗(yàn)、科學(xué)理論的學(xué)習(xí),利于化學(xué)的教學(xué)中STSE和HPS教學(xué)模式的運(yùn)用,促進(jìn)化學(xué)知識(shí)的橫向和縱向的拓展。本研究結(jié)果有助于教師認(rèn)識(shí)到理綜學(xué)科知識(shí)的關(guān)聯(lián)性和學(xué)科交叉教學(xué)的意義,通過多角度對(duì)化學(xué)知識(shí)的學(xué)習(xí),利于化學(xué)教材知識(shí)的動(dòng)態(tài)性、生成性和開放性,最終為化學(xué)教學(xué)中較好的滲透學(xué)科知識(shí)奠定一定的基礎(chǔ)。
[Abstract]:Interdisciplinary teaching is one of the important ways to cultivate students' comprehensive ability. The implementation of interdisciplinary teaching needs to be based on the intersection of knowledge and the construction of knowledge by students, based on the research of subject intersection, and to sort out the intersection of subject knowledge. It is of great significance to analyze the arrangement order and educational value of cross-knowledge in discipline modules for the effective infiltration of biological, physical and chemical knowledge in cross-teaching. On the basis of the relevant literature of interdisciplinary research, this study takes senior three, first grade students and senior chemistry teachers in a middle school in Huocheng County, Xinjiang as the objects of investigation. This paper analyzes the students' and teachers' understanding of the subject crossing knowledge and the implementation of the subject crossing teaching through the questionnaire survey. The study found that 92.7% of the freshmen and 95.0% of the senior high school students all thought that chemistry had some relationship with other subjects, and that the students would also involve the knowledge of other subjects in the chemistry test. 79.3% of the first and 84.3% of senior high school students hope to introduce other subjects in chemistry teaching. Through the investigation of teachers, it is found that most teachers will try to introduce knowledge of other subjects in the teaching process, but the implementation of interdisciplinary teaching is not ideal, one of the main reasons is the lack of teachers' knowledge of related subjects. The main work of this study is to summarize and sort out the knowledge of chemistry and biology based on the knowledge of 7 chemistry books and 12 physics textbooks and 6 biology textbooks in senior high school. There are 34 cross-knowledge points between chemistry and biology, involving 44 sections of biology, 21 cross-knowledge points of chemistry and physics, and 26 sections of physics. Cross-knowledge mainly involves knowledge of material structure, organic chemistry, and principles of reaction. Through the analysis of the arrangement order and educational value of cross-knowledge in the subject module, it is found that the introduction of subject knowledge is based on the students' learning experience of physics and biology. Only in the process of interdisciplinary teaching, can students construct the meaning of chemical knowledge, experiment in life and physics in biology, learn scientific theory, and apply STSE and HPS teaching mode in chemistry teaching, which is beneficial to the construction of chemistry knowledge in middle school students, the scientific experiment in biology and physics, and the study of scientific theory. Promote the horizontal and vertical expansion of chemical knowledge. The results of this study are helpful for teachers to realize the relevance of science knowledge and the significance of interdisciplinary teaching, and to study chemistry knowledge from many angles, which is beneficial to the dynamic, generative and open nature of chemistry textbook knowledge. Finally, it lays a certain foundation for the better permeation of subject knowledge in chemistry teaching.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王磊;張毅強(qiáng);喬敏;;觀念建構(gòu)為本的化學(xué)教學(xué)設(shè)計(jì)研究[J];化學(xué)教育;2008年06期

2 劉知新;;再談更新基礎(chǔ)教育課程改革理念問題[J];化學(xué)教育;2014年03期

3 郭華;;新課改與“穿新鞋走老路”[J];課程.教材.教法;2010年01期

4 劉仲林;交叉學(xué)科分類模式與管理沉思[J];科學(xué)學(xué)研究;2003年06期

5 路甬祥;學(xué)科交叉與交叉科學(xué)的意義[J];中國(guó)科學(xué)院院刊;2005年01期

6 王秀紅;歷晶;;國(guó)際基礎(chǔ)教育中科學(xué)本質(zhì)教育研究及啟示[J];現(xiàn)代教育管理;2013年08期

7 王偉;王后雄;;基于中心問題的中學(xué)化學(xué)教學(xué)設(shè)計(jì)理念[J];化學(xué)教與學(xué);2014年05期

8 鐘啟泉;;新課程背景下學(xué)科教學(xué)的若干認(rèn)識(shí)問題[J];教育發(fā)展研究;2008年Z4期

9 胡方;;中小學(xué)生科學(xué)素養(yǎng)評(píng)價(jià)研究述評(píng)[J];教育測(cè)量與評(píng)價(jià)(理論版);2014年12期

10 周鑫榮;;高中新課程化學(xué)與生物學(xué)科知識(shí)的教學(xué)整合[J];中學(xué)化學(xué)教學(xué)參考;2010年06期

，

本文編號(hào)：1907537