化学师范生“课堂导入”存在问题与对策分析  

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

作　　者：黄静[1] Jing Huang(College of Chemistry and Materials,Fujian Normal University,Fuzhou 350117,China)

机构地区：[1]福建师范大学化学与材料学院,福州350117

出　　处：《大学化学》2021年第4期253-259,共7页University Chemistry

基　　金：福建省教育科学十三五规划课题(2018CG01441)。

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。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.

关 键 词：化学师范生 课堂导入 存在问题 对策 

分 类 号：G64[文化科学—高等教育学] O6[文化科学—教育学]