基于圖爾敏論證模型的高中化學(xué)課堂教學(xué)分析.pdf

1、學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。其他同志對(duì)本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：瓤易汾Et期：)oI“F弓學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的

2、電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀?guó)家有關(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋?zhuān)罕緦W(xué)位論文屬于保密論文，密級(jí)：么丑保密期限為——年。學(xué)位論文作者簽名：蕊易瞻日期：oth、上巧土指導(dǎo)教師簽名：礦Et期：妯oj哆AbstractAbstractTheclassroomargumentationa

3、bilityofchemistryteachersreflectstheirteachingideas，teachingattainment，whichdirectlyinfluencesthequalityandeffectofclassroomteachingInthisstudy，”theionizationofacid，alkali，saltinaqueoussolution”and”ionicreactionandthecon

4、ditions”weretakenascontentsTheauthorcomparedtheclassroomargumentationleveloftheexpertandnovicechemistryteachersusingToulmin。Sargumentpatten，summedupthecharacteristicsofthetwotypesofteacherslclassroomargumentation，andprov

5、idedsomesuggestionsfornoviceteacherstoimproveclassroomargumentationabilityThisresearchdrawsthefollowingconclusions：(1)Onthenumberofelementsintheargument，theexpertteachersprovidesignificantlygreaterthanthenoviceteachers，s

6、howingthattheexpertteachers’argumentationabilityishigherthantheargumentofnoviceteachers(2)Inthedemonstrationlevel，thedistributionofthelevelofargumentationwhichprovidedbytheexpertteachersaremorewidelythanthenoviceteachers

7、provided，indicatingthatheformerhasamorein—depthunderstandingoftheteachingcontent(3)Inthekeyanddifficultpointsaspect，theexpertteachersfocusonarguingtherelationbetweenthemacrophenomenonandmicroscopicnatureTheypaymoreattent

8、iontotheconstructionofchemistrydisciplineconcepts，tograspthecoreofchemistrydisciplinethinkingTheywereabletomakedeepexplorationfortheteachingcontentfromthethreedimensionsofmacroscopic，microscopic，symbolsandmutualconversio

9、n；whilethenoviceteacherstookmoreexamintoaccount，limitedtoimpartingknowledge(4)Ontheargumentfeatures，theexpertteacherspreferredtothephenomenonoftheexperiment，thedataaSthecarrier，gaveprioritytowithheuristicquestionstomakee