论证式教学对高中生化学概念学习的影响——以原电池为例  

Influences of Argumentation Teaching on “Primary Battery” Learning of Senior High School Students

作　　者：陈婷 罗秀玲[1] CHEN Ting;LUO Xiu-Ling(School of Chemistry and Environment, South, China Normal University, Guangzhou 510006, China)

机构地区：[1]华南师范大学化学与环境学院

出　　处：《化学教育（中英文）》2018年第7期32-35,共4页Chinese Journal of Chemical Education

基　　金：2016年广东省本科高校高等教育教学改革一般教改项目:基于移动网络的化学教学技能主题式合作学习模式的探索与实践

摘　　要：以“原电池”及其相关概念为例，探讨论证式教学对高中生化学概念学习的影响。研究对象为131名高二年级学生，其中对照组64人，实验组67人。教学前后，分别对学生的“原电池”概念学习情况进行了测试。实验结果显示实验组学生成绩显著优于对照组学生，表明论证式教学能显著提高学生对“原电池”概念的理解，大多数学生对论证式教学持积极态度。Taking ＂primary battery＂ and its related concepts for example, this paper mainly investigated the influences of argumentation teaching on chemistry concepts learning of senior high school students. The subjects were 131 high school students, including the control group （n=64） and the experimental group （n=67）. This paper tested the students＇ concept learning about primary battery before and after the implementation of the argumentation teaching. The test results showed that the students in the experimental group were significantly better than those in the control group, the argumentation teaching could significantly improve students~ un- derstanding of the concept of ＂primary battery＂, and most students held a positive attitude to ar- gumentation teaching during implementation.

关 键 词：论证式教学 概念学习 错误概念 原电池 

分 类 号：G633.8[文化科学—教育学]