化学师范生课堂导入存在问题与对策分析.PDFVIP

大 学 化 学 Univ. Chem. 2021, 36 (4), 2011054 (1 of 7)   •师生笔谈• doi: 10.3866/PKU.DXHX202011054 化学师范生“课堂导入”存在问题与对策分析 黄静* 福建师范大学化学与材料学院，福州 350117 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。 关键词：化学师范生；课堂导入；存在问题；对策 中图分类号：G64；O6 Problem and Countermeasure Analysis on Classroom Introduction of Pre-Service Chemistry Teachers Jing Huang * College of Chemistry and Materials, Fujian Normal University, Fuzhou 350117, China. Abstract: 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. Key Words: Pre-service chemistry teachers; Classroom introduction; Existing problems; Countermeasures 1 问题的提出 课堂教学导入是在上课开始或学习新课程，进入新单元、新段落的教学之时，教师通过某种教 学方法，用以引起学生注意，激发学习动机，建立知识联系的教学行为[1] 。课堂导入是传授新知识的 起始阶段，是课堂教学进展的关键前奏。规范的课堂导入有三个基本原则，一是针对性，即导入设 计必须针对教学内容，不能游离于教学内容之外，并符合学生的年龄特点、心理状态、知识能力基 础与爱好兴趣等；二是启发性，即设计内容能够激发学