贫困地区高中化学课堂教学行为现状调查——以甘肃省某中学为例

Status of Senior High School Chemistry Classroom Teaching Behavior in Poor Areas:High School in Gansu Province as Example

以甘肃省某高级中学为例,将高中化学课分为化学概念与化学用语课、化学理论与化学计算课、元素化合物课、实验课、习题课等5类,分类抽取不同化学教师的课堂进行观察和量化,并对化学教师进行访谈调查。调查发现,在化学概念与化学用语课堂中,教师以"问-讲"的教学方式为主,学生主动参与程度较低;化学理论与化学计算课堂中,教师一讲到底,严重弱化学生的自主思考、自主练习和交流;元素化合物课堂中,教师以自问自答和师问-生答-师讲的模式为主,学生课堂参与度较大,但主动性和自主性不高;实验课堂中教师重在讲实验,学生重在背实验,实验操作以机械模仿为主;习题课堂中教师自问自答、一讲到底,学生多书写和记录,无思考和交流。最后总结了产生上述现象的主要原因。

Taking a senior high school in Gansu province as an example,the chemistry classes were divided into five types：chemistry concepts and chemistry terms class,chemistry theory and chemistry calculation class,elements and compounds class,experiment class and exercise class.The classes of different chemistry teachers were observed and quantified,and the chemistry teachers were interviewed and investigated.The survey showed that：in chemistry concepts and chemistry terms classrooms,teachers mainly used question-teaching methods,and students’ active participation was low;in chemistry theory and chemistry calculation classrooms,teachers taught all the time,which severely weakened students’ independent thinking,independent practice and communication;in elements and compounds classrooms,teachers mainly used ＂ask a question and answer it oneself＂and teacher ask-students answer-teacher speak modes,students’ participation in the classroom was relatively large,but the initiative and independence were not high;in experiment classrooms,teachers focused on speaking about experiments,and students focused on reciting experiments,the experimental operations were mainly mechanical imitation;in exercise classrooms,teachers asked and answered themselves questions,students wrote and recorded without thinking and communication.Then this paper summarized the main causes of the above phenomena.