浅谈化学“情景课堂”的情景的有效创设分析

1、浅谈化学“情景课堂”的情景的有效创设分析Introduction to chemistry "classrooms" scene scene creation analysis effectively“让学生在生动具体的情境中学习”是新课程倡导的重要理念之一。化学课程标准中也多次提到“情景”这个词：“创设能促使学生主动学习的教学情景”、“创设生动的学习情景”、“创设生动活泼的教学情景”、“创设学生自主活动和积极探究的情景”等，从多角度阐述“情景教学”在新课程现代教学理念中的重要性。课堂情境创设就是指教师根据教学目标、教学内容以及学生原有的认知水平和学生无意识的心理特征，利用

2、各种教学手段创设与某一事件相关的整个情景、背景或环境，从而引起学生思想产生积极的反应，并且有积极探究的心理效应，使学生敢想、敢问、敢说，致使学生的学习兴趣得到提高。"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，在时空有限的课堂设置情景来组织教学要注意些什么呢？通过专家同行的指导，结合自己的教学实践，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、良好的教学情景应该是积极阳光的A, good teaching situation should be positive 通过创设良好的教学情景，有利于学生更好地体验教学内容中的情感价值，变枯燥为兴趣。但是，在日常教学活动中，有的教师为了让学生对所学知识有更深刻的印象，也为了加强课堂“情景”的所谓“震撼”效果，习惯于从“化学毒害”、“环境污染”、“化学武器”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】某老师在执教“富集在海水中的元素氯”一课时是这样进行课堂引入的：“据南通网报道，2011年8日晚8时左右，南通开发区江山农化氯碱分厂发生氯气泄漏事件。事故造成了大量周边工厂职工和附近居民中毒。记者在现场看到，空气中漂浮着黄色烟雾状气体，并且嗅到一股刺激性的异味，消防队员正在用高压水枪和碱液喷洒在外围50米处形成两道水幕，对贮存有毒气体的钢罐和空中飘散的氯气进行液碱稀释中和”并要求学

10、生通过探究与学习，来分析氯气的性质。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】某老师在执教“硫酸”一课时是这样进行课堂引入的：“据新华社报道：2003年1月29日、2月23日，清华大学机电系四年级学生刘海洋先后两次用浓硫酸将北京动物园的五只熊烧

13、伤，其中一头黑熊双目失明，现场惨不忍睹”并要求学生通过探究与学习，来分析硫酸的性质。整个课堂的探究学习都是围绕着该事件展开。"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. 客观地讲，这两堂课的情景创设都十分贴近现实生活与书本知识，变枯燥为兴趣，也帮助学生加强对

15、氯气（硫酸）的感性和理性认识。但是，若每种物质的学习都是从“化学事件”入手，这样就容易使得在学生的头脑中所建立起来的化学知识与理论都与“毒害”联系起来，导致学生看到化学物质就害怕恐惧，对化学物质的认识产生一种“可远观而不可亵玩焉”的感觉。这就不利于培养学生正确的认知观和世界观，也不符合课程标准“培养符合时代要求的高素质人才”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. 一个良好的教学情景应该是积极阳光的。生活中许多与化学有关的新闻报道、科研成就、生活实际等都是我们创设课堂情景的素材，但在对这些材料的利用时应有所选择，而不是不加选择的“拿来主义”，要重视正面的、积极的、阳光的材料。因此，我们在课堂教学创设情景时，应从正面去引导学生，多创设一些化学对人类有利的情景，培养学生“化学是人类进步的关键”的正确化学观，使学生对化学物质产生好感，愿意去接近化学物质，有意去学习化学课程，乐意去服务化学事业。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、良好的教学情景应该是与核心教学内容密切联系的Second, the good teaching situation should be closely connected with the core of teaching content 通过创设良好的教学情景，可以使学生更容易掌握教学内容中的知识与技能，化抽象为形象。但是

22、，在日常教学活动中，有的教师为了让学生对所学知识有更好的理解，过于注重教学的“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】某老师在进行“氨”的课堂教学时，一开始以“哈伯（F·Haber）介绍、纯碱工业、硝酸工业”视频引入课堂，接着是“哈伯（F·Haber）介绍、纯碱工业、硝酸工业”视频+物理性质，其次是“哈伯（F·Haber）介绍、纯碱工业、硝酸工业”视频+化学性质，再次是“哈伯（F·Haber）介绍、纯碱工业、硝酸工业”视频+氨的用途，最后是“哈伯（F·Haber）介绍、纯碱

24、工业、硝酸工业”视频+课堂小结。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. 这堂课引入环节的情景设计还是成功的，通过视频来说明合成氨以及氨在生活生产等领域中的重要用途，化抽象为形象，也有助于学生对氨的性质用途的理解。但是后来的设计就乏善可陈。中间虽有学生进行性质探究的分组实验等活动，但同样的视频充斥整个课堂，所设情景并没有紧紧围绕核心知识，反而分散了学生的注意力，挫伤了学生的积极性，使得原本良好情景的价值大打折扣。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. 一个良好的教学情景应该是与主题紧密吻合的、是与核心教学内容密切联系的，而且应该具有全局性，它不只是用来举例说明某些观点，它是向学生提供

29、学习材料和环境的。“情景”的创设应该是从学生发展的内在需要出发，引导学生体验学习过程、促进学生形成学习技能，而不能只是一种形式化的追求，不能只图表面上的热闹，更不能干扰、甚至弱化学生对知识和技能的学习。任何追求表面形式的情景都是“伪情景”。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、良好的教学情景应该是能够使学生产生问题的Three, good teaching situation s

32、hould be able to make students produce problem 通过创设良好的教学情景，可以使学生更有效地体验教学内容中的过程与方法，变被动为主动。但是，在日常教学活动中，有的教师为了突出新课程所强调的探究性学习，过于随意地创设探究性情景。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】某老师在进行“苯”的课堂教学时，将班上47名学生分成6个小组，每组一套球棍模型：包括6个碳原子球、6个氢原子球、一些可代表化学键的金属短棍，以及甲烷和乙烯的球棍模型，要求学生对甲烷和乙烯的球棍模型进行观察对比，结合碳原子的成键规律，讨论分析，探究出苯的结构，

34、并自己动手组装出苯的球棍模型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. 这看似一堂精心设计、很能培养学

36、生问题意识和动手能力的探究课。但是，苯的结构，是许多化学家在花了相当长的时间研究才得到的结论，不是高中学生在课堂上短短45分钟内探究就能完成的，完全没有必要去创设这样的情景，它只会浪费学生宝贵的时间和精力。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. 一个良好的教学情景应该是能够使学生产生问题、主动思考的，要避免浅层次、庸俗化的情景设计；一个良好的教学情景应该能够给学生一些问题，并力争使这些问题能够成为指引这堂课的关键。创设的教学情景不应该太难，要“从学生已有的经验和

38、将要经历的社会生活实际出发”，要贴近学生知识结构中的“最近发展区”。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". 总之，通过创设行之有效的教学情景，能够丰富学生解决问题策略的形成，有利于三维目标的达成，有利于激发学生的学习兴趣和学习热情，更有利于学生去探究新知、发现知识奥秘，达到学生