单位代码 10602 学 号 2021010247 分类号 G427 密 级 公开 房西师纪大牌 硕士学位论文 指向深度学习的高中化学科学论证教学实践研究 Research on Demonstration Teaching Practice of High School Chemistry Science towards Deep Learning 学 院： 化学与药学学院 学科专业： 学科教学（化学) 研究方向： 化学教育 年 级： 2021级 研究生： 黄雪萍 指导教师： 唐劲军 完成日期： 2023年6月 中国知网htps:www.cnki.net
单 位 代 码 10602 学 号 2021010247 分 类 号 G427 密 级 公开 硕士学位论文 指向深度学习的高中化学科学论证教学实践研究 Research on Demonstration Teaching Practice of High School Chemistry Science towards Deep Learning 学 院 ： 化学与药学学院 学 科 专 业 ： 学科教学（化学） 研 究 方 向 ： 化学教育 年 级 ： 2021 级 研 究 生 ： 黄雪萍 指 导 教 师 ： 唐劲军 完 成 日 期 ： 2023 年 6 月
指向深度学习的高中化学科学论证教学实践研究 研究生姓名：黄雪萍 学科：学科教学〔化学 导师姓名：唐劲军 研究方向：化学教育 年级：2021级 摘要 深度学习是信息时代教学变革的必然选择。信息大爆炸的时代，它不仅会给人类 的生活带来巨变，更会引发人类生存方式和社会行业结构的转变，从而使得对未来人 才素养的需求也随之发生改变，基于此，为了适应新时代对人才培养的要求，指向深 度学习的教学显得尤为重要。从当前教学发展和改革的趋势来看，科学论证教学是实 现深度学习的途径， 通过梳理深度学习和科学论证教学的相关文献，明确深度学习和科学论证教学的 概念.在HPCRR教学模式基础上构建指向深度学习的高中化学科学论证教学模式， 教学模式：创境一假设一批判一反思一观察一迁移一总结。为检验所构建的科学论证 教学模式的有效性，运用该教学模式进行教学设计，并于广西南宁市某示范性高中的 两个平行班进行教学实践.基于高中化学新课标和$DL项目编制高一化学深度学习能 力前、后测调查问卷和访谈提纲，基于布鲁姆认知目标分类学编制测试卷。通过问卷 调查和访谈收集前后测的量化和质性数据，并对数据统计分析. 研究发现，构建的指向深度学习的高中化学科学论证教学模式，能够转变学生的 学习方式，能够提升学生的深度学习能力和学业成绩。实验班的后测深度学习能力和 学业成绩平均分都比对照班的高，并且实验班学生深度学习能力的三个子维度均有所 提升，认知领域提升幅度最大，其中，“质疑与批判”能力提升幅度最大。此外，实 验班学生对所构建的科学论证教学模式持肯定态度.证明了所构建的科学论证教学模 式的有效性. 但囿于实践时间和研究能力，构建的教学模式和教学设计还需拓展研究，研究结 论也有待进一步检验. 关键词：深度学习；科学论证；高中化学 I 中国知网https://www.cni.ne
I 指向深度学习的高中化学科学论证教学实践研究 研究生姓名：黄雪萍 导师姓名：唐劲军 学科：学科教学（化学） 研究方向：化学教育 年级：2021 级 摘要 深度学习是信息时代教学变革的必然选择。信息大爆炸的时代，它不仅会给人类 的生活带来巨变，更会引发人类生存方式和社会行业结构的转变，从而使得对未来人 才素养的需求也随之发生改变。基于此，为了适应新时代对人才培养的要求，指向深 度学习的教学显得尤为重要。从当前教学发展和改革的趋势来看，科学论证教学是实 现深度学习的途径。 通过梳理深度学习和科学论证教学的相关文献，明确深度学习和科学论证教学的 概念。在HPCRR教学模式基础上构建指向深度学习的高中化学科学论证教学模式， 教学模式：创境—假设—批判—反思—观察—迁移—总结。为检验所构建的科学论证 教学模式的有效性，运用该教学模式进行教学设计，并于广西南宁市某示范性高中的 两个平行班进行教学实践。基于高中化学新课标和SDL项目编制高一化学深度学习能 力前、后测调查问卷和访谈提纲，基于布鲁姆认知目标分类学编制测试卷。通过问卷 调查和访谈收集前后测的量化和质性数据，并对数据统计分析。 研究发现，构建的指向深度学习的高中化学科学论证教学模式，能够转变学生的 学习方式，能够提升学生的深度学习能力和学业成绩。实验班的后测深度学习能力和 学业成绩平均分都比对照班的高，并且实验班学生深度学习能力的三个子维度均有所 提升，认知领域提升幅度最大，其中，“质疑与批判”能力提升幅度最大。此外，实 验班学生对所构建的科学论证教学模式持肯定态度。证明了所构建的科学论证教学模 式的有效性。 但囿于实践时间和研究能力，构建的教学模式和教学设计还需拓展研究，研究结 论也有待进一步检验。 关键词：深度学习；科学论证；高中化学
Research on Demonstration Teaching Practice of High School Chemistry Science towards Deep Learning Graduate student:Huang Xue-ping Supervisor:Tang Jing-jun Major:Subject Teaching(Chemistry) Research direction:Chemistry Education Grade:2021 Abstract Deep learning is the inevitable choice of teaching reform in the information age.In the era of information explosion,it will not only bring great changes to human life,but also lead to the transformation of human survival mode and social industry structure,so that the demand for future talent literacy will also change.Based on this,in order to meet the requirements of talent training in the new era,the teaching oriented to deep learning is particularly important.Judging from the current trend of teaching development and reform, scientific demonstration teaching is the way to realize deep learning. By combing the relevant literature of deep learning and scientific demonstration teaching.the concept of deep learning and scientific demonstration teaching is clarified On the basis of HPCRR teaching model,a high school chemical science demonstration teaching model pointing to deep learning is constructed.The teaching model is:creation- hypothesis-criticism-reflection-observation-transfer-summary.In order to test the validity of the scientific demonstration teaching model,this teaching model is applied to the teaching design,and the teaching practice is carried out in two parallel classes of a demonstration high school in Nanning.Guangxi.Pre-post-test questionnaires and interview Outlines for high school chemistry deep learning ability were compiled based on the new high school chemistry curriculum standard and SDL project,and test papers were compiled based on Bloom's taxonomy of cognitive goals.Quantitative and qualitative data of pre and post tests were collected through questionnaires and interviews,and the data were statistically analyzed. It is found that the constructed deep learning-oriented chemical science demonstration teaching model in high school can change students'learning style and improve their deep learning ability and academic performance.The post-test deep learning ability and the 中国知网https://www.cnki.net
II Research on Demonstration Teaching Practice of High School Chemistry Science towards Deep Learning Graduate student: Huang Xue-ping Supervisor: Tang Jing-jun Major: Subject Teaching (Chemistry) Research direction: Chemistry Education Grade:2021 Abstract Deep learning is the inevitable choice of teaching reform in the information age. In the era of information explosion, it will not only bring great changes to human life, but also lead to the transformation of human survival mode and social industry structure, so that the demand for future talent literacy will also change. Based on this, in order to meet the requirements of talent training in the new era, the teaching oriented to deep learning is particularly important. Judging from the current trend of teaching development and reform, scientific demonstration teaching is the way to realize deep learning. By combing the relevant literature of deep learning and scientific demonstration teaching, the concept of deep learning and scientific demonstration teaching is clarified. On the basis of HPCRR teaching model, a high school chemical science demonstration teaching model pointing to deep learning is constructed. The teaching model is: creation - hypothesis - criticism - reflection - observation - transfer - summary. In order to test the validity of the scientific demonstration teaching model, this teaching model is applied to the teaching design, and the teaching practice is carried out in two parallel classes of a demonstration high school in Nanning, Guangxi. Pre-post-test questionnaires and interview Outlines for high school chemistry deep learning ability were compiled based on the new high school chemistry curriculum standard and SDL project, and test papers were compiled based on Bloom's taxonomy of cognitive goals. Quantitative and qualitative data of pre and post tests were collected through questionnaires and interviews, and the data were statistically analyzed. It is found that the constructed deep learning-oriented chemical science demonstration teaching model in high school can change students' learning style and improve their deep learning ability and academic performance. The post-test deep learning ability and the
average score of academic achievement of the experimental class are higher than those of the control class,and the three sub-dimensions of the deep learning ability of the experimental class have been improved,with the greatest improvement in cognitive field. among which the"questioning and criticizing"ability has the greatest improvement.In addition,the experimental class students have a positive attitude towards the scientific demonstration teaching model.The validity of the scientific demonstration teaching model is proved. However,due to the practical time and research ability,the construction of teaching model and teaching design need to expand the research,and the research conclusions need to be further tested. Keywords:Deep learning:Scientific demonstration:High school chemistry 中国知网https://www.cnki.ne
III average score of academic achievement of the experimental class are higher than those of the control class, and the three sub-dimensions of the deep learning ability of the experimental class have been improved, with the greatest improvement in cognitive field, among which the "questioning and criticizing" ability has the greatest improvement. In addition, the experimental class students have a positive attitude towards the scientific demonstration teaching model. The validity of the scientific demonstration teaching model is proved. However, due to the practical time and research ability, the construction of teaching model and teaching design need to expand the research, and the research conclusions need to be further tested. Keywords: Deep learning; Scientific demonstration; High school chemistry
目录 1绪论 1.1问题的提出. 11.1时代背景：深度学习顺应教育发展和改革的趋势 1.1.2学理思索：科学论证教学是实现深度学习的途径 .110 12研究综述 1.2.1化学深度学习」 1.2.2化学科学论证 444 1.3研究目的及意义 6 1.3.1研究目的 6 13)开究音义 14研究思路与方法 1 141研究思路 1.4.2研究方法 > 2核心概念及理论基础 2.1概念界定 9 2.1.1深度学习 0 2.1.2科学论证教学 .9 2.2理论基础 2.2.1建构主义理论 9 2.2.2最近发展区理论 9 3指向深度学习的高中化学科学论证教学模式的构建 11 3.1现实基础 11 3.2教学模式构建 11 4实践研究， .14 4.1实验目的. 14 4.2实验对象 4.3实验内容 15 4.4实验变量及其控制 4.5数据收集 16 4.5.1问卷的编制 .16 4.5.2学生访谈提纲的编制. 18 4.6教学案例 .19 4.6.1氧化还原反应第1课时 19 4.6.2钠及其化合物第1课时 44 35 中国知网https://www.cnki.ne
目 录 1 绪论.1 1.1 问题的提出.1 1.1.1 时代背景:深度学习顺应教育发展和改革的趋势 .1 1.1.2 学理思索:科学论证教学是实现深度学习的途径 .1 1.2 研究综述.1 1.2.1 化学深度学习.1 1.2.2 化学科学论证.5 1.3 研究目的及意义.6 1.3.1 研究目的.6 1.3.2 研究意义.6 1.4 研究思路与方法.7 1.4.1 研究思路.7 1.4.2 研究方法.7 2 核心概念及理论基础 .9 2.1 概念界定.9 2.1.1 深度学习.9 2.1.2 科学论证教学.9 2.2 理论基础.9 2.2.1 建构主义理论.9 2.2.2 最近发展区理论.9 3 指向深度学习的高中化学科学论证教学模式的构建 .11 3.1 现实基础.11 3.2 教学模式构建.11 4 实践研究.14 4.1 实验目的.14 4.2 实验对象.14 4.3 实验内容.15 4.4 实验变量及其控制.15 4.5 数据收集.16 4.5.1 问卷的编制.16 4.5.2 学生访谈提纲的编制.18 4.6 教学案例.19 4.6.1 氧化还原反应第 1 课时.19 4.6.2 钠及其化合物第 1 课时.25