大学化学 >> 2021, Vol. 36 >> Issue (7): 2009076.doi: 10.3866/PKU.DXHX202009076

所属专题: 教学理念和方法改革

  上一篇    下一篇

高师院校“化学教学论”课程中实施论辩教学的研究与实践

邓阳(), 管文娟   

  • 收稿日期:2020-09-30 录用日期:2020-10-26 发布日期:2020-11-26
  • 通讯作者: 邓阳 E-mail:yangdeng@ccnu.edu.cn
  • 作者简介:邓阳,Email: yangdeng@ccnu.edu.cn
  • 基金资助:
    2017年湖北省高等学校省级教学研究项目(2017083)

Research and Practice of Implementing Argumentation during the Course of "Chemical Pedagogy" in Normal University

Yang Deng(), Wenjuan Guan   

  • Received:2020-09-30 Accepted:2020-10-26 Published:2020-11-26
  • Contact: Yang Deng E-mail:yangdeng@ccnu.edu.cn

摘要:

论辩教学是一种能够调动学生学习主动性、提升教学效果的教学模式,针对当前高师院校“化学教学论”课程实施过程中教师讲授为主,缺乏学生课堂参与的现状,从课前准备、课堂论辩、课后反思和评价三方面精心设计并实施了论辩教学。基于对学生书面论辩修改稿和学生期末考试作答情况的分析,可以认为实施论辩教学对于提高“化学教学论”课程的教学效果,提升化学专业师范生对化学教育理论问题的认识和理解能力有重要价值。

关键词: “化学教学论”课程, 论辩教学, 教学效果

Abstract:

Argumentation is a kind of teaching mode which can increase students' learning initiative and improve teaching effects. In view of the current situations that teachers dominate the implementation of the course of "chemistry pedagogy" in normal universities, and the lack of students' participation in classroom, the argumentation tasks were carefully designed and implemented based on three aspects of pre-class preparation, classroom argumentation, and after-class reflection and evaluation. According to the analysis of the students' written argumentation revisions and students' performances during the final exam of the course, it could be concluded that the implementation of argumentation was of great values in improving the teaching effects of the course of "chemistry pedagogy", especially in improving normal school students' understanding of chemical education theoretical issues.

Key words: The course of "chemistry pedagogy", Argumentation implementing, Teaching effect

MSC2000: 

  • G64