淺談化學(xué)“情景課堂”的情景的有效創(chuàng)設(shè)分析

1、淺談化學(xué)“情景課堂”的情景的有效創(chuàng)設(shè)分析Introduction to chemistry "classrooms" scene scene creation analysis effectively“讓學(xué)生在生動(dòng)具體的情境中學(xué)習(xí)”是新課程倡導(dǎo)的重要理念之一?；瘜W(xué)課程標(biāo)準(zhǔn)中也多次提到“情景”這個(gè)詞：“創(chuàng)設(shè)能促使學(xué)生主動(dòng)學(xué)習(xí)的教學(xué)情景”、“創(chuàng)設(shè)生動(dòng)的學(xué)習(xí)情景”、“創(chuàng)設(shè)生動(dòng)活潑的教學(xué)情景”、“創(chuàng)設(shè)學(xué)生自主活動(dòng)和積極探究的情景”等，從多角度闡述“情景教學(xué)”在新課程現(xiàn)代教學(xué)理念中的重要性。課堂情境創(chuàng)設(shè)就是指教師根據(jù)教學(xué)目標(biāo)、教學(xué)內(nèi)容以及學(xué)生原有的認(rèn)知水平和學(xué)生無意識(shí)的心理特征，利用

2、各種教學(xué)手段創(chuàng)設(shè)與某一事件相關(guān)的整個(gè)情景、背景或環(huán)境，從而引起學(xué)生思想產(chǎn)生積極的反應(yīng)，并且有積極探究的心理效應(yīng)，使學(xué)生敢想、敢問、敢說，致使學(xué)生的學(xué)習(xí)興趣得到提高。"To let the students learn in a vivid and specific situation" is one of the important ideas advocated by new curriculum. "The chemistry curriculum standard" also mentioned several times in the word

3、"scene" : "creating can prompt the student active learning the teaching scene", "create vivid learning situation", "create a lively teaching situation", "create students' activities, and actively explore the scene", etc., from multiple perspectiv

4、es in this paper, the "situational teaching" in the importance of the new modern teaching idea. Creation of class situation is refers to teachers according to the teaching goal, teaching content and the student original cognitive level and students' psychological characteristics of unc

5、onscious, use various teaching means to create an event related the whole scene, background or environment, so as to cause the student thought have a positive reaction, and actively explore the psychological effects, causes the student to dare to think, dare, dare to say, the learning interest of th

6、e students was improved. 那么，在時(shí)空有限的課堂設(shè)置情景來組織教學(xué)要注意些什么呢？通過專家同行的指導(dǎo)，結(jié)合自己的教學(xué)實(shí)踐，在此提出自己一些不成熟的看法。Then, set the scene in time and space limited class to organize teaching should pay attention to what? Through expert peer guidance, combined with his own teaching practice, put forward own some not mature opinio

7、n here. 一、良好的教學(xué)情景應(yīng)該是積極陽(yáng)光的A, good teaching situation should be positive 通過創(chuàng)設(shè)良好的教學(xué)情景，有利于學(xué)生更好地體驗(yàn)教學(xué)內(nèi)容中的情感價(jià)值，變枯燥為興趣。但是，在日常教學(xué)活動(dòng)中，有的教師為了讓學(xué)生對(duì)所學(xué)知識(shí)有更深刻的印象，也為了加強(qiáng)課堂“情景”的所謂“震撼”效果，習(xí)慣于從“化學(xué)毒害”、“環(huán)境污染”、“化學(xué)武器”等事件入手。By creating good teaching situation, help students better experience of the emotional value of teaching

8、content, become boring for the interest. But, in the daily teaching activities, some teachers the knowledge in order to let students have a more profound impression, also in order to strengthen the classroom "scene" of so-called "shock" effect, are used to from the "chemical

9、 poison", "environmental pollution", "chemical weapons" events such as start. 【案例1】某老師在執(zhí)教“富集在海水中的元素氯”一課時(shí)是這樣進(jìn)行課堂引入的：“據(jù)南通網(wǎng)報(bào)道，2011年8日晚8時(shí)左右，南通開發(fā)區(qū)江山農(nóng)化氯堿分廠發(fā)生氯氣泄漏事件。事故造成了大量周邊工廠職工和附近居民中毒。記者在現(xiàn)場(chǎng)看到，空氣中漂浮著黃色煙霧狀氣體，并且嗅到一股刺激性的異味，消防隊(duì)員正在用高壓水槍和堿液噴灑在外圍50米處形成兩道水幕，對(duì)貯存有毒氣體的鋼罐和空中飄散的氯氣進(jìn)行液堿稀釋中和”并要求學(xué)

10、生通過探究與學(xué)習(xí)，來分析氯氣的性質(zhì)。Case 1 a teacher in the teaching "the elements - chlorine concentration in the water of the sea" is such a class is introduced: a class ", nantong network reported on the evening of 8, 2011 at about 8, nantong development zone, jiangshan agrochemical chlor-alkali chl

11、orine gas leak factory. Surrounding the accident caused a large number of factory workers and nearby residents poisoning. Reporters on the scene to see, in the air floating yellow smoke gas, smell a pungent odor, and firefighters are using water cannons spray and lye in peripheral 50 meters away for

12、m two water curtain, the storage of toxic gas steel tank and air floating chlorine liquid dilute alkali neutralization." And ask the students to explore and study, to analyze the nature of the chlorine gas. 【案例2】某老師在執(zhí)教“硫酸”一課時(shí)是這樣進(jìn)行課堂引入的：“據(jù)新華社報(bào)道：2003年1月29日、2月23日，清華大學(xué)機(jī)電系四年級(jí)學(xué)生劉海洋先后兩次用濃硫酸將北京動(dòng)物園的五只熊燒

13、傷，其中一頭黑熊雙目失明，現(xiàn)場(chǎng)慘不忍睹”并要求學(xué)生通過探究與學(xué)習(xí)，來分析硫酸的性質(zhì)。整個(gè)課堂的探究學(xué)習(xí)都是圍繞著該事件展開。"Case 2" "sulfate" for a teacher in one class is such a class is introduced: "according to xinhua news agency: on January 29, 2003, on February 23, tsinghua university JiDianXi fourth-graders LiuHaiYang use concen

14、trated sulfuric acid to the Beijing zoo twice five bears burns, one of the black bear blind and grisly." And ask the students to explore and study, to analyze the properties of sulfuric acid. The whole classroom inquiry learning are around the event. 客觀地講，這兩堂課的情景創(chuàng)設(shè)都十分貼近現(xiàn)實(shí)生活與書本知識(shí)，變枯燥為興趣，也幫助學(xué)生加強(qiáng)對(duì)

15、氯氣（硫酸）的感性和理性認(rèn)識(shí)。但是，若每種物質(zhì)的學(xué)習(xí)都是從“化學(xué)事件”入手，這樣就容易使得在學(xué)生的頭腦中所建立起來的化學(xué)知識(shí)與理論都與“毒害”聯(lián)系起來，導(dǎo)致學(xué)生看到化學(xué)物質(zhì)就害怕恐懼，對(duì)化學(xué)物質(zhì)的認(rèn)識(shí)產(chǎn)生一種“可遠(yuǎn)觀而不可褻玩焉”的感覺。這就不利于培養(yǎng)學(xué)生正確的認(rèn)知觀和世界觀，也不符合課程標(biāo)準(zhǔn)“培養(yǎng)符合時(shí)代要求的高素質(zhì)人才”的要求。Objectively speaking, the class of scenarios created is very close to the real life and the book knowledge, become boring for the int

16、erest, also help students to strengthen the perceptual and the rational of chlorine (sulfuric acid). But, if each matter of learning from chemical events, so it is easy to make in students' mind set up by the chemical knowledge and theory are linked with "poisoning", causing students a

17、fraid of fear at the sight of the chemicals, the understanding of chemical substances to produce a "can play how far view and not to use" feeling. This is not conducive to train students' correct cognitive view and world view, also do not conform to the curriculum standard of training

18、high quality personnel in accordance with the requirements of The Times demand. 一個(gè)良好的教學(xué)情景應(yīng)該是積極陽(yáng)光的。生活中許多與化學(xué)有關(guān)的新聞報(bào)道、科研成就、生活實(shí)際等都是我們創(chuàng)設(shè)課堂情景的素材，但在對(duì)這些材料的利用時(shí)應(yīng)有所選擇，而不是不加選擇的“拿來主義”，要重視正面的、積極的、陽(yáng)光的材料。因此，我們?cè)谡n堂教學(xué)創(chuàng)設(shè)情景時(shí)，應(yīng)從正面去引導(dǎo)學(xué)生，多創(chuàng)設(shè)一些化學(xué)對(duì)人類有利的情景，培養(yǎng)學(xué)生“化學(xué)是人類進(jìn)步的關(guān)鍵”的正確化學(xué)觀，使學(xué)生對(duì)化學(xué)物質(zhì)產(chǎn)生好感，愿意去接近化學(xué)物質(zhì)，有意去學(xué)習(xí)化學(xué)課程，樂意去服務(wù)化學(xué)事業(yè)。A goo

19、d teaching situation should be positive. Many news reports related to chemistry in life, scientific research achievements, the real life, are we creating classroom situation, but in the use of these materials should have a choice, not indiscriminate "takes doctrine", to attach importance t

20、o a positive, positive, sunshine of materials. Accordingly, we set in the classroom instruction situation, should be positive to guide students, to create more chemical good for people, to cultivate students "chemistry is the key to human progress" right chemistry concept, make the student

21、 to chemical produce, willing to close to the chemical, interested to learn chemistry course, happy to service of chemical enterprise. 二、良好的教學(xué)情景應(yīng)該是與核心教學(xué)內(nèi)容密切聯(lián)系的Second, the good teaching situation should be closely connected with the core of teaching content 通過創(chuàng)設(shè)良好的教學(xué)情景，可以使學(xué)生更容易掌握教學(xué)內(nèi)容中的知識(shí)與技能，化抽象為形象。但是

22、，在日常教學(xué)活動(dòng)中，有的教師為了讓學(xué)生對(duì)所學(xué)知識(shí)有更好的理解，過于注重教學(xué)的“情景化”。By creating good teaching situation, we can make it easier for students to master knowledge and skills in the content of teaching, the abstract for the image. But, in the daily teaching activities, some teachers in order to let the student to have a better

23、 understanding of knowledge, too much attention to the teaching of "situation". 【案例3】某老師在進(jìn)行“氨”的課堂教學(xué)時(shí)，一開始以“哈伯（F·Haber）介紹、純堿工業(yè)、硝酸工業(yè)”視頻引入課堂，接著是“哈伯（F·Haber）介紹、純堿工業(yè)、硝酸工業(yè)”視頻+物理性質(zhì)，其次是“哈伯（F·Haber）介紹、純堿工業(yè)、硝酸工業(yè)”視頻+化學(xué)性質(zhì)，再次是“哈伯（F·Haber）介紹、純堿工業(yè)、硝酸工業(yè)”視頻+氨的用途，最后是“哈伯（F·Haber）介紹、純堿

24、工業(yè)、硝酸工業(yè)”視頻+課堂小結(jié)。Case 3 a teacher in the classroom teaching of the "ammonia", first to "the Hubble (f. Haber) is introduced, soda ash, nitric acid industry" video into the classroom, followed by "Harper (f. Haber) is introduced, soda ash, nitric acid industry" video + ph

25、ysical properties, the second is "Harper (f. Haber) is introduced, soda ash, nitric acid industry" video + chemical properties, again is "Harper (f. Haber) is introduced, soda ash, nitric acid industry" video + ammonia purpose, finally, "Harper (f. Haber) is introduced, soda

26、 ash, nitric acid industry" video + brief summary. 這堂課引入環(huán)節(jié)的情景設(shè)計(jì)還是成功的，通過視頻來說明合成氨以及氨在生活生產(chǎn)等領(lǐng)域中的重要用途，化抽象為形象，也有助于學(xué)生對(duì)氨的性質(zhì)用途的理解。但是后來的設(shè)計(jì)就乏善可陳。中間雖有學(xué)生進(jìn)行性質(zhì)探究的分組實(shí)驗(yàn)等活動(dòng)，但同樣的視頻充斥整個(gè)課堂，所設(shè)情景并沒有緊緊圍繞核心知識(shí)，反而分散了學(xué)生的注意力，挫傷了學(xué)生的積極性，使得原本良好情景的價(jià)值大打折扣。This class of introduction part design is successful, through the video t

27、o illustrate the important in the fields of synthetic ammonia and ammonia in the production of life purpose, turn abstract into image, also help students to understand the nature of ammonia purpose. But then the design is poor. Middle is the nature of the investigation on students grouping experimen

28、ts and other activities, but the same video with the whole class, set scene did not closely around the core knowledge, it distracts the attention of students, dampened the enthusiasm of students, make originally good sight of value. 一個(gè)良好的教學(xué)情景應(yīng)該是與主題緊密吻合的、是與核心教學(xué)內(nèi)容密切聯(lián)系的，而且應(yīng)該具有全局性，它不只是用來舉例說明某些觀點(diǎn)，它是向?qū)W生提供

29、學(xué)習(xí)材料和環(huán)境的?！扒榫啊钡膭?chuàng)設(shè)應(yīng)該是從學(xué)生發(fā)展的內(nèi)在需要出發(fā)，引導(dǎo)學(xué)生體驗(yàn)學(xué)習(xí)過程、促進(jìn)學(xué)生形成學(xué)習(xí)技能，而不能只是一種形式化的追求，不能只圖表面上的熱鬧，更不能干擾、甚至弱化學(xué)生對(duì)知識(shí)和技能的學(xué)習(xí)。任何追求表面形式的情景都是“偽情景”。A good teaching situation should be closely matches to the theme, is closely connected with the core of teaching content, and should have the overall situation, it is not only used

30、 to illustrate some of the point of view, it is provided to the students of learning materials and environment. "Scene" of creation should proceed from inner need of the students' development, guides the student to experience the learning process, promote the students learning skills,

31、not just a kind of formalized pursuit, not only chart on the surface of the lively, more can't interference, even weaken the student to learn knowledge and skills. Any pursuit of surface in the form of a scene is a "fake" scenario. 三、良好的教學(xué)情景應(yīng)該是能夠使學(xué)生產(chǎn)生問題的Three, good teaching situation s

32、hould be able to make students produce problem 通過創(chuàng)設(shè)良好的教學(xué)情景，可以使學(xué)生更有效地體驗(yàn)教學(xué)內(nèi)容中的過程與方法，變被動(dòng)為主動(dòng)。但是，在日常教學(xué)活動(dòng)中，有的教師為了突出新課程所強(qiáng)調(diào)的探究性學(xué)習(xí)，過于隨意地創(chuàng)設(shè)探究性情景。By creating good teaching situation, can make students more effectively experiencing process and methods of teaching content, become passive to active. But, in the d

33、aily teaching activities, some teachers in order to give prominence to the new curriculum emphasizes the inquiry-based learning, too freely create explore sex scene. 【案例4】某老師在進(jìn)行“苯”的課堂教學(xué)時(shí)，將班上47名學(xué)生分成6個(gè)小組，每組一套球棍模型：包括6個(gè)碳原子球、6個(gè)氫原子球、一些可代表化學(xué)鍵的金屬短棍，以及甲烷和乙烯的球棍模型，要求學(xué)生對(duì)甲烷和乙烯的球棍模型進(jìn)行觀察對(duì)比，結(jié)合碳原子的成鍵規(guī)律，討論分析，探究出苯的結(jié)構(gòu)，

34、并自己動(dòng)手組裝出苯的球棍模型Case 4 a teacher in the classroom teaching of the "benzene", 47 students in our class can be divided into six groups, each group a: ball-and-stick model includes six carbon atoms and six hydrogen atoms ball, some can represent chemical bonding metal stick, and the ball-and-st

35、ick model of methane and ethylene, request the student to the methane and ethylene ball-and-stick model observation comparison, combination of carbon atom bonding regularities, discussion analysis, to explore the structure of the benzene and diy assemble benzene ball-and-stick model. 這看似一堂精心設(shè)計(jì)、很能培養(yǎng)學(xué)

36、生問題意識(shí)和動(dòng)手能力的探究課。但是，苯的結(jié)構(gòu)，是許多化學(xué)家在花了相當(dāng)長(zhǎng)的時(shí)間研究才得到的結(jié)論，不是高中學(xué)生在課堂上短短45分鐘內(nèi)探究就能完成的，完全沒有必要去創(chuàng)設(shè)這樣的情景，它只會(huì)浪費(fèi)學(xué)生寶貴的時(shí)間和精力。This seems to be an elaborate design, can cultivate students' problem consciousness and ability of exploration. Benzene structure, however, is that many chemists in spent quite a long time to c

37、ome to conclusion, not high school students in just 45 minutes in class to explore can be done, no need to create such a scenario, it will only waste students' precious time and energy. 一個(gè)良好的教學(xué)情景應(yīng)該是能夠使學(xué)生產(chǎn)生問題、主動(dòng)思考的，要避免淺層次、庸俗化的情景設(shè)計(jì)；一個(gè)良好的教學(xué)情景應(yīng)該能夠給學(xué)生一些問題，并力爭(zhēng)使這些問題能夠成為指引這堂課的關(guān)鍵。創(chuàng)設(shè)的教學(xué)情景不應(yīng)該太難，要“從學(xué)生已有的經(jīng)驗(yàn)和

38、將要經(jīng)歷的社會(huì)生活實(shí)際出發(fā)”，要貼近學(xué)生知識(shí)結(jié)構(gòu)中的“最近發(fā)展區(qū)”。A good teaching situation should be able to make students produce problem, active thinking, to avoid a shallow level, provincial scene design; A good teaching situation should be able to give students some problems, and strive to make these problems can become key t

39、o guide the class. Creation of teaching situation should not be too difficult, "and from the experience of students is about to experience the social life reality", should close to students knowledge structure of "recent developments". 總之，通過創(chuàng)設(shè)行之有效的教學(xué)情景，能夠豐富學(xué)生解決問題策略的形成，有利于三維目標(biāo)的達(dá)成，有利于激發(fā)學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)熱情，更有利于學(xué)生去探究新知、發(fā)現(xiàn)知識(shí)奧秘，達(dá)到學(xué)生