大学化学 >> 2021, Vol. 36 >> Issue (4): 2011054.doi: 10.3866/PKU.DXHX202011054

所属专题: 化学类专业一流建设

师生笔谈 上一篇    下一篇

化学师范生“课堂导入”存在问题与对策分析

黄静()   

  • 收稿日期:2020-11-24 录用日期:2021-01-11 发布日期:2021-02-05
  • 通讯作者: 黄静 E-mail:huang198731@163.com
  • 作者简介:黄静, Email: huang198731@163.com
  • 基金资助:
    福建省教育科学十三五规划课题(2018CG01441)

Problem and Countermeasure Analysis on Classroom Introduction of Pre-Service Chemistry Teachers

Jing Huang()   

  • Received:2020-11-24 Accepted:2021-01-11 Published:2021-02-05
  • Contact: Jing Huang E-mail:huang198731@163.com

摘要:

课堂导入是课堂教学的启动环节,对整节课的教学效果起着关键作用。课堂导入技能是师范生必备的教学技能。笔者基于课堂观察,通过案例分析揭示了化学师范生课堂导入过程存在情境素材简单堆砌、过多使用负面素材、导入设计冗长拖沓等典型问题,并从忽视导入功能、学科价值认识不足、技能要素与设计原则把握不到位三个方面进行归因分析,同时结合示范案例的分析有针对性地提出优化化学师范生导入技能的对策。

关键词: 化学师范生, 课堂导入, 存在问题, 对策

Abstract:

Classroom introduction is the starting link of classroom teaching and plays a key role in the teaching effect of the whole class. Classroom introduction skill is an essential ability for pre-service teachers. Based on classroom observation and analysis of study cases, the author summarizes some typical problems of classroom introduction of pre-service chemistry teachers, such as simple stacking of situational materials, excessive use of negative materials, and tedious introduction design. In addition, attribution analysis is carried out from three aspects, namely, ignoring the function of introduction, insufficient understanding of subject value, and inadequate grasp of skill elements and designing principles. At the same time, combined with the analysis of demonstration cases, the countermeasures are put forward to guide the pre-service chemistry teachers to improve their classroom introduction skills.

Key words: Pre-service chemistry teachers, Classroom introduction, Existing problems, Countermeasures

MSC2000: 

  • G64