基于合作学习的化学课堂导学

阐述了基于合作学习的化学课堂导学,应适时地在学习目标处、概念关键处、认知冲突处、知识衔接处、实验失败处、思维障碍处和课堂生成处给学生引导和帮助。     

化学教学中实施小组合作学习的问题与对策

当前,化学教学中采用“小组合作学习”的方式虽多,但实施效果却不够理想,存在着不少问题,需要正确认识小组合作学习的内涵,提高小组合作学习的针对性和实效性,要注重面向全体学生组建小组、设计内容、展示学习成果,要充分发挥教师的主导作用。     

谈化学课堂合作学习实施策略

本文从关注个体之“质”,突出教师之“导”,整合教材与媒体,以问题引导合作等方面探讨了化学课堂教学中实施合作学习的策略。     

高中化学复习课中小组合作学习的实践

实践表明,小组合作复习模式加深了学生对化学知识的理解,提高了沟通能力、合作能力、表达能力,提高了学生的心理素质,同时对改善课堂气氛起到了良好的作用.采用合理的操作模式,可以有效地解决操作过程中的知识总结不到位、课堂秩序乱等问题.     

小组合作学习中“讨论”的误区与对策

小组交流讨论,是学生自主学习的好形式.目前小组交流讨论存在重形式轻效率、讲数量限时间、求合作弃引导、重结果轻过程等误区,要以学生的“学”、教师的“教”为切入点,恰当及时运用交流讨论,让学生始终保持积极的学习状态,使交流讨论真正成为学生获得知识、发展能力的有效形式.     

小组合作学习在“化学化工专业英语”实践教学活动中存在的问题及解决策略

小组合作学习作为一种主动学习模式被引入到化学化工专业英语课程教学活动中,在具体教学实践中往往存在诸如分组随意、参与度低、分工不明确、缺乏有效评价、流于形式等诸多问题。对采用小组合作学习的班级进行问卷调查并分析统计结果,在此基础上提出合理分组、细致分工、适当指导、及时评价等解决方案,以期对小组合作学习实践教学活动提供相应的理论依据和实践基础。     

小组学习在日常化学教学中有效实施的策略

小组学习是培养学生合作能力和团队精神的重要途径。本文总结了在日常化学教学中组织学生进行小组学习的经验,提出有效实现小组学习的策略是设计主动建构型任务和改变评价方式。并以两个化学教学实例说明了主动建构型任务的特点以及实施的效果,设计了将个人评价和小组评价进行对立统一的定量组合的评价方式。     

新课程实施中对小组合作学习的再认识

通过调查研究和实践,对小组合作学习中小组产生的办法和过程、组建小组的约定、合作活动的加强、学习的评价方式、合作活动的控制产生了新的认识。     

化学合作学习的教学设计研究

合作学习以组内异质、组间同质为合作学习小组的基本组织形式,系统利用教学中诸动态因素之间的互动,促进学生的学习,以计个人和团体成绩为评价标准,从而共同完成教学的目标.本文结合合作学习的内涵和理论研讨了合作学习的意义,并提出了中学化学教学中的5种化学合作学习方式.     

高师院校实施合作学习教学模式的实践与思考

结合高师化学专业化学与社会课程的教学实践,对大学课程采用合作学习教学模式进行了探索;阐述了合作学习教学模式在课程教学中的必要性、具体做法及应该把握的几个问题。     

新课程背景下化学课堂教学设计的实践与思考

化学课程标准下的化学课堂教学怎样才能体现出课程改革的新理念?从课堂教学的理念、课堂教学的宗旨、课堂教学的资源、课堂教学的过程等角度,探讨了新课程背景下化学课堂教学的设计与实施的准则与案例。     

化学史教育的实践与思考

分析了目前中学化学史教育中存在的一些问题,对化学史的教育功能作了探讨,认为化学史的教育功能主要在于提高学生的科学素养和人文素养,并结合教学实践,介绍了一些可行的做法。     

Progress in Practice: Exploring the Cooperative and Collaborative Dimensions of Group Learning

We all participate in a variety of groups as part of our daily lives, from families to social and work communities. As chemists, we are part of our college departments, our professional societies, our research groups, and so on. In graduate and undergraduate school, some of us formed peer study groups in response to the demands of those other groups that we were a part of: our formal courses. We know we are not unique in this. The popular culture, at least, is filled with portrayals of medical, law, and business students who must divide responsibility for learning a daunting amount of course material and who then teach one another as a part of their learning. Graduate research groups in chemistry are generally highly structured by their research directors where community issues are involved (group meetings and assignments, shared equipment, and representatives who obtain specialized skills such as crystallography or mass spectrometry), and move towards a less authoritative structure when developing individual initiative is the goal. Individuals depend on (and learn with) one another in all kinds of educational situations. In order to emphasize this idea, Bruffee [1] advocates the use of a phrase attributed to John Dewey: living an associated life. As Bruffee describes it, formal education in America has been based on a philosophy of associated learning since at least the time of Benjamin Franklin. We all live and learn in an associated way. Differences in interactions vary according to the nature of a groups structure (and sometimes, although not as often, to an individuals degree of dissociation from the group).Individuals involved in curriculum design often introduce new, modified or applied ideas about instruction that range from classroom methods to philosophies of education. In this series, Progress in Practice, we will examine progress in chemical education that is related to practices, where many recommendations have originated from areas in higher education that exist alongside of and overlap with chemistry. Rather than an exhaustive review, we will select examples, background and vocabulary that may either invite interested newcomers to explore a different area in their teaching, or provide language and precedent for individuals who wish to contextualize ideas they have developed independently.     

突破学生学习有机化学思维障碍的教学实践研究

通过对目前在校的高三学生进行前期调查找到学生学习有机化学的思维障碍,针对学生的思维障碍进行了高二有机化学模块整体教学设计,并进行了具体的课堂实施。以2节针对不同层次学生的区级公开课“醛”为例,研究教师的教学行为和学生表现之间的相关性,通过前测和后测的对比证实有针对性的教学设计及实施能突破学生的思维障碍,为进一步研究有机化学教学的有效性提供参考。     

初中化学实验教学中探究程度与高阶思维的课堂研究

采用课堂观察的方法,从探究程度和高阶思维2个维度,对北京市顺义区27个初中化学实验教学案例的实施状况进行研究。结果显示,探究程度仍处于较低水平,学生提出问题的参与度尤其低;教师较多关注表面的完整的探究环节;高阶思维有不同程度体现,变量控制、证据推理和抽象概括思维得到有效发展,假设创造、模型认知和批判质疑思维仅在少数课例中体现。     

Online Cooperative Learning in Physical Chemistry

The use of cooperative learning in an online setting is examined using the online segment of a recently offered physical chemistry course as an example. The nature and function of classical, face-to-face cooperative learning are outlined. The online course segment is outlined and is analyzed with regard to the criteria for classical cooperative learning. Though this specific course segment functioned poorly when taught as online cooperative learning, it is possible to structure online courses to take advantage of the strengths of cooperative learning. The possible structure and function of an online cooperative learning community are explored, concluding with a specific model for online cooperative learning.     

“合作学习基础上写论文”的教学改革实践

介绍在分析化学理论课教学中进行的改革实践——合作学习基础上写论文。分析了该项教学改革措施对创新化学教育、培养化学创新人才的重要意义。