I初中化学分化点的探讨和教学对策中文提要长时间来一直有许多教师不断的进行初中化学教学分化点的探讨

I初中化学分化点的探讨和教学对策中文提要长时间来一直有许多教师不断的进行初中化学教学分化点的探讨，虽然新课程的改革使教学教法和教材有了很大的变化，但是就如何进行分化点研究，采取什么对策来突破教学分化点，增强学生学习化学兴趣，提高化学成绩，还是我们教师需要不断研究的内容。本文对初中化学的教学分化点问题进行了理论和实践研究，通过对学生的调查问卷、教师的个人访谈和学生作业及测试的分析，确定了新课程改革下仍然制约学生学习的教学分化点主要是：化学用语的学习和酸碱盐知识；并运用教育心理学和教学论的观点尝试性的提出了一些教学策略并进行了实施。结果表明：1、受学生心理特征和知识本身特点影响，初中化学教材中的确存在了制约学生学习的教学分化点知识，影响了学生学习化学的兴趣和成绩；2、通过在实验班9个月的实践证明化学分化点内容是可突破的，避免出现成绩上的大面积滑坡；3、分化点的教与学更有利于学生能力和创新精神的培养。综上所述，分化点的教与学的研究，有助于学生学习成绩的提高和学习能力的提高，为升入高一级学校打下扎实的基础。关键词：分化点，教学策略，化学用语，酸碱盐作者：李春燕指导教师：朱琴玉教授IITheStudiesandTeachingStrategiesofTheTeachingDifferentiatedPointsAboutJuniorChemistryAbstractManyteachershavemadethestudyontheteachingdifferentiatedpointforalongtime.Althoughtheteachingmethodandmaterialhavebeenchangedwithreformofnewcurriculum,howtoresearchandbreakthroughtheteachingdifferentiatedpoint,strengthenthestudentsinterestsofchemistrystudyandincreasethestudentsachievementareanewsubjectweneededtoresearchfurther.Theproblemoftheteachingdifferentiatedpointaboutjuniorchemistryisdiscussedintheoryandpracticeinthepaper.Basedontheinvestigationofstudents,personalinterviewoftheteachersandanalysisofthestudents’homework,itisdeterminedthat“chemicallanguages”and“acid,baseandsalt”aretheteachingdifferentiatedpoints.Andputforwardsometeachingwaysusingeducationalpsychologyandteachingtheory,thenpractices.Theresultsshowedthat:1.Thejuniorchemistryteachingmaterialdidexistintheteachingdifferentiatedpointbecauseofjuniorstudentspsychologicalcharacteristicsandknowledgeitself,thateffectthestudentsinterestsofchemistrystudyandthestudentsachievement.2.The9-monthexplorationinclassisprobedthatwecanbreakthedifferentiatedpointandavoidthelargeareaofdropoftheachievement.3.Teacherandstudyoftheteachingdifferentiatedpointarehelpfultoculturethestudentsabilityandinnovationspirit.Inaword,thestudyontheteachingdifferentiatedpointarehelpfultoincreasethestudentsachievementandthestudentsabilityandtopavethewayfortheKeywords:Differentiatedpoints;TeachingStrategies;Chemicallanguages;Acid,baseandsaltWrittenby:LiChunYanSupervisedby:ZhuQinYu目录第一部分前言....................................................................................................................11.1课题的提出和课题研究的目的..............................................................................11.2课题研究的内容......................................................................................................21.2.1分化点教与学的教学理论研究....................................................................21.2.2分化点的调查、分析与成因研究................................................................21.2.3分化点的突破策略实践................................................................................21.2.4反馈和总结....................................................................................................31.3课题研究的价值及意义..........................................................................................31.3.1分化点的教与学更有利于能力的培养........................................................31.3.2分化点的教学更有利于创新意识的培养....................................................4第二部分分化点教学策略的理论基础............................................................................62.1化学知识的学习过程..............................................................................................62.1.1化学概念的学习过程....................................................................................62.1.2化学原理的学习过程....................................................................................62.1.3元素、化合物知识的学习过程....................................................................62.2制约化学知识学习过程的因素..............................................................................72.3常用的化学学习策略..............................................................................................7第三部分分化点内容的确定和成因研究......................................................................123.1分化点内容的确定................................................................................................123.1.1问卷调查及分析..........................................................................................123.1.2教师个人访谈..............................................................................................133.1.3平时作业与测试分析..................................................................................143.2分化点成因分析....................................................................................................213.2.1分化点本身特点..........................................................................................213.2.2初三学生的心理..........................................................................................223.2.3克服“前概念”的干扰..............................................................................233.2.4和“遗忘”作斗争......................................................................................24第四部分分化点的突破策略..........................................................................................264.1“化学用语”分化点的教学策略........................................................................264.1.1化整为零，分层教学..................................................................................284.1.2手段多样，提高兴趣..