1、基于学生提出问题的高中化学课堂教学设计中文课堂教学是有计划，有目的的活动，而教学设计是对课堂教学过程的“预设” 。无论进行哪个年级、哪个课程层次、哪种具体教学任务的设计，都可以比作一次旅行。当代教学设计理论家普遍认为, 教学设计是一种目标导向的系列活动，教学设计要解决的也是类似“旅行”的三个基本问题，即我们要到哪里去，我们怎样到那里去，我们是否到了那里。回答“要到哪里去”是一个确立目标的过程， “怎样到那里去”则是一个导向目标的过程，而“是否到了那里”却是一个评估目标的过程。因此，课堂教学的设计与实施的成功与否，关键在于其能否有效地解决“目标是什么” 、 “怎样实现目标”和“目标实现了没有”这
2、三个基本问题，或者也可以表述为“学习结果是什么” 、 “学习结果如何达成” 、“学习结果如何评估” 。基于上述观点，笔者采用基于学生提出问题的方法来对高中化学新课程的课堂教学设计进行优化，旨在全面提高学生的科学素养。以课时教学设计为例，即学生提前对所学内容进行预习，并提出自己在预习中遇到的实际问题，笔者再根据学生提出的问题，结合高中化学课程标准、教师用书、本课时的学习内容去重新制定课时教学目标；然后笔者依据先进的传播理论、学习理论、系统理论和高中化学新课程的理念，对课堂教学过程进行详细的设计，进而实现课时教学目标；最后笔者通过提问、纸笔测验、学生活动表现评价表等多种教学评价方式来全面评价课时教
3、学目标的达成情况。本文采用的研究方法主要包括两种：1文献法。主要查阅与高中化学课堂教学、教学设计、新课程的理念、科学探究、调查问卷的编制及统计分析等相关的文献、书籍、论文、研究报告等，为撰写学位论文，主要是理论知识方面的阐述及运用打下坚实的基础。2实验研究法。通过控制变量的方法，利用实习支教的半年时间进行实证研究，并对基于学生提出问题的这种课堂教学设计进行综合评价。本论文主要分为 5 个部分：第 1 部分，笔者从问题的提出，研究的主要内容与方法，研究目的及国内外教学设计的发展历程和研究现状四个方面阐述了本文的研究背景及内容。第 2 部分，笔者对传播理论、学习理论、系统理论及教学设计的基本要素和
4、模式等进行了详细的阐述，把它们作为本文所依据的主要理论基础，并且着重探索了基于新课程理念下的高中化学课堂教学设计的一般原理和方法。第 3 部分，笔者对化学 2（必修）(山东科技出版社)第二单元化学键 化学反应与能量进行了系 统的单元教学设计，并采用基于学生提出问题的方法对每节课进行了详细的课时教学设计。第 4 部分，笔者采用本文中优化后的教学设计去实施实际的课堂教学，在一所县城中学进行了为期半年的实验研究。第 5 部分，笔者阐述本文的主要结论：1采用本文中优化后的教学设计去实施实际的课堂教学，对于学生化学学习成绩的提高有明显促进作用。2采用本文中优化后的教学设计去实施实际的课堂教学，对于学生
5、学习兴趣和态度的改善有非常显著的促进作用。3采用本文中优化后的教学设计去实施实际的课堂教学，对于学生在自主学习方面的了解及认识程度的提高有显著促进作用。4采用本文中优化后的教学设计去实施实际的课堂教学，对于学生在探究学习和合作学习方面的了解及认识程度的提高并无显著促进作用。并分析了上述结论的成因及研究中的不足。译文Classroom teaching is planned and purposeful activities, Instructional Design is the “default“ for the process of teaching.Conducting the desi
6、gn regardless of grade, curriculum level and specific teaching task can be all likened to travel.Contemporary Instructional Design theorists generally believe that instructional design is a series of objective-oriented activities, Instructional Design is to be solved the three fundamental issues whi
7、ch are similar to “travel“. That is where we should go, how we got there, whether we got there. Answering “where we should go“ is a objective-setting process, answering “ how we got there “ is a objective-oriented process and answering “ whether we got there “ is a objective-evaluating process. Ther
8、efore, the key to success of the design and implementation of classroom teaching lies in its ability to effectively solve the the three fundamental issues which are “what is the objective“,“how to achieve the objective“ and “whether the objective is achieved“,which can also be described as “what is
9、the learning outcome“,“ how to achieve the learning outcome“ and “how to evaluate the learning outcome “.Basing on the above point of view,I optimize the classroom Instructional Design of the new curriculum in high school chemistry basing on the method of the students putting forward their problems
10、in order to improve the scientific literacy of students comprehensively.Taking class period Instructional Design for example, Students preview the content of the textbook in advance, and putting forward their problems(write their problems in the preview notebook). According to the students problems
11、again,I redesign the class period instructional objectives by combining of high school chemistry curriculum standards, teacher books, the related learning content of the textbook.Then Basing on advanced communications theory, learning theory, systems theory and the new curriculum idea of high school
12、 chemistry,I design classroom teaching process in detail in order to hard achieve the class period instructional objectives.Finally I evaluate comprehensively the achievement situation of class period instructional objectives by questioning, pencil-and-paper test, student activity performance evalua
13、tion form and other instructional evaluation methods.I adopt two research methods in this dissertation:1.Literature method.I mainly refer to documents, books, papers, research reports, etc that relate to High school chemistry classroom teaching, Instructional Design, the new curriculum ideas, scient
14、ific inquiry, the preparation of the questionnaire and statistical analysis,which is aimed at writing dissertation, espeially in illustration and application of theoretical knowledge to establish a solid foundation.2. Experimental study method. Through the control variables, I carry on empirical exa
15、mination by using the six months Teaching Practice and evaluate synthetically the classroom Instructional Design basing on the method of the students putting forward their problems.My research consists five parts:In part one,I describe the research background and content of this dissertation from th
16、e issue being raised, the main research contents and methods, research purpose and the development process of Instructional Design at home and abroad.In part two,I elaborate communication theory, learning theory, systems theory and Instructional Design of the basic elements and models and take them
17、as the main theoretical basis in this dissertation.Besides,I pay special attention to the general principles and methods of high school chemistry classroom Instructional Design basing on new curriculum idea.In part three,I conducted a systematic unit Instructional Design for the second unit chemical
18、 bond chemical reaction and energyof chemistry 2(compulsory)( Shandong Science and Technology Press) and carry out a detailed class period Instructional Design for every class by adopting the method of the students putting forward their problems. In part four,I adopt Instructional Design optimized i
19、n this dissertation to implement the actual classroom teaching and conduct a six-month experimental study in a county middle school.In part five,I explain the main conclusions in this dissertation:1.Adopting Instructional Design optimized in this dissertation to implement the actual classroom teachi
20、ng plays a significant role in improving students achievement in chemistry.2.Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching is very effective for improving students learning interest and attitude.3.Adopting Instructional Design optimized in th
21、is dissertation to implement the actual classroom teaching plays a significant role in improving students understanding in self-regulated learning.4.Adopting Instructional Design optimized in this dissertation to implement the actual classroom teaching is ineffective for improving students understanding in inquiry learning and cooperative learning.Finally I analyze the causes of these conclusions and shortage in the research.
