摘 要：本研究的选题是在国家21世纪基础教育课程改革的大背景下提出的。当代科学教育改革的一个核心是要提高学生作为公民的科学素养。而从我国和其他国家科学教育改革的趋势可以看出，提高科学素养不是追求对科学事实和信息量的更多占有，而是要求对核心概念和科学思想的深刻领悟。而我们的传统化学课堂教学主要以让学生记住大量的具体知识或简单理解概念和原理的内容为目的。针对这种情况本研究提出以观念建构为本进行教学设计和实施。
论文第二部分分析了国内外有关“观念（或概念）”的教育教学成果。发现美国艾里克森（H.Lynn Erickson）教授提出的概念为本的课程与教学理论值得我们借鉴，但是它主要是针对整合的、跨学科的课程单元的，教学实践也主要集中在语言、文化、历史等综合领域，在科学教育领域则比较少。我们要想教学中使用，还需要结合我国分科教学为主的实际情况，进行合理的改造。而我国关于“观念”或“观念为本”的教学研究主要是北京师范大学的王磊教授及其研究生范晓琼提出的观念建构为本的教学理论，他们创造性地对知识进行了重新分类，从知识的层次和迁移价值将知识分为观念性知识和具体性知识，并重新构建了知识的分类体系。他们提出了观念建构为本的教学模型，阐述了如何以核心观念来分析教材，如何以核心观念来设计教学问题和活动，并辅以相关的实例。该理论对于指导教师在教学中实施观念为本的教学有实践的指导意义。但是作者也发现该理论和研究还存在一些不足：一是对于如何实施观念建构为本的教学，该理论没有提出具体的教学策略和教学设计程序；二是该研究所选的案例都是本身在教材设计上就体现了观念建构为本教学理念的，对于普通教材的教学内容如何实施观念建构为本的教学，缺乏案例；三是对于观念建构为本的教学对学生会产生什么影响，该研究没有采用实验的方法，也没有测查采取观念为本的教学对学生具体化学知识的掌握是否有影响。因此观念建构为本的教学理论要想应用于教学实践中还需要在理论和实践两方面进一步探讨。
论文的第四部分是理论构想，以观念建构为本的教学理论为基础，论文在这部分做了三方面的工作。首先提出了在中学化学课堂教学中可以帮助学生建构和发展的三类基本观念。然后提出了观念建构为本的教学设计模型，并对模型中的每一部分、各部分之间的相互关系进行了具体阐述。最后比较了观念建构为本的教学设计与常规的教学设计的区别。
论文的第五、六部分是具体案例研究。在第五部分论文选择高二教材中的“电离平衡”、“苯 芳香烃”、“乙醇”、“苯酚”为教学内容，选取“微粒观、平衡观”和“官能团”为基本观念，进行了观念建构为本的教学设计与实施，并对典型课例的课堂实施情况进行了详细的记录与分析，为进行观念建构为本的教学设计与实施提供了详实的案例。第六部分是对上述具体案例进行的实验研究，选取了太原市第五中学高二年级的两个班作为研究对象，在相应的教学活动前后，采用统一的期中、期末考题和自编测试题对学生进行测查，对测查结果进行统计分析，得出相应的研究结果。案例研究的主要任务是为观念建构为本的教学设计模型提供具体的教学案例，探讨观念建构为本的化学教学对学生掌握具体化学知识，建构并发展基本化学观念、培养综合思维能力和问题解决能力的影响。
研究结果表明：采用观念建构为本的教学，①不会影响学生对具体知识的掌握，还会对学生成绩的提高略有帮助；②可以帮助学生建构和发展基本化学观念；③能提高学生的综合思维能力和问题解决能力。
论文最后针对本研究提出了若干研究展望，可供研究者进一步思考。
关键词：观念，观念建构为本的教学设计模型，教学分析，教学策略设计
THEORY AND EXPERIMENT RESEARCH ON CHEMICAL TEACHING DESIGN BASED ON CONCEPTIONAL CONSTRUCTION
Abstract：This subject was brought forward due to the innovation of 21st Century Basic Education Courses. It is one of important issues on innovation of modern scientific education to make students advance scientific making as citizen. However, from the trend of the innovations on scientific education in china and other countries, it has shown that advancing scientific making is not to pursue to know more scientific facts and informational quantity, but to digest their core conceptions and scientific thinking deeply. Unfortunately, the main object of traditional classroom teaching in chemistry is to let students memorize a great deal of specific knowledge or understand concepts and contents of theories superficially. In view of above mentioned, this paper proposed the teaching design and its implement based on conceptional construction.
The second section in this paper reviewed the achievements related to “Conception” on education and teaching in domestic and foreign research. Prof. Erickson suggested the courses and teaching theory based on conception, which enlightened us importantly. However, this theory mainly refers to integrative and cross-subject courses units. In addition, its teaching practice also focuses on general fields such as language, culture and history, and there is less teaching practice in the field of scientific education. Therefore, we should consider the practice based on separated subjects in our country and reconstruct this theory properly. Prof. Wang Lei and Fan Xiao Qiong, her student, in Beijing Normal University proposed teaching theory based on conceptional construction, and reclassified the sort system of knowledge creatively. Specifically, they classified knowledge into conceptive knowledge and material knowledge from the perspective of the knowledge lever and transplantable value. Furthermore, they built the teaching model based on conceptional construction, which discussed how to analyze teaching material and design teaching problem and activity by applying core conception, and supplemented concerned cases. This theory provides the important theory guidance for teaching practice based on conceptional construction. However, the author in this paper found some deficiency on this theory and its relative research. First, this theory didn’t advanced specific teaching strategies and the process of teaching design. Second, the selected cases themselves presented the teaching thought based on conceptional construction on the design of teaching materials, and there were few cases for general teaching materials. Third, their work didn’t exam the effects of the teaching based on conceptional construction on the mastery of specific chemical knowledge for students. Therefore, both of the theory and practice should be explored further to imply the teaching thoughts based on conceptional construction to teaching practice.
Theory construction was discussed in the fourth section, where three tasks were made focused on conceptional construction. In the first place, we indicated three basic conceptions. Then, the model of teaching design based on conceptional construction was developed, and each part of the model and the relationship among these parts were discussed in detail. Finally, the teaching design based on conceptional construction and traditional teaching design were compared.
The specific cases were presented in the fifth and the sixth section of this paper. In the fifth section, according to three basic conceptions (i.e. particulate, equilibrium, functional), the teaching design was made and implemented by taking “Ionization equation”, “Benzene-spicery hydrocarbon”, “Ethanol”, “Phenol” in the teaching materials for Grade Two in senior high school as teaching content. Additionally, the teaching processes for some typical class examples were recorded and analyzed at length in the classroom. These work made the cases more substantial for the teaching design and implement based on conceptional construction. In the sixth section, a series of experiments were done according to the above specific cases. Two classes of Grade Two in No.5 High School in Taiyuan were selected as subjects. And these students were tested by adopting uniform midterm and final examination questions and self-designed questions before and after the relative teaching activities. The results of these examinations were statistical analyzed, and then relevant outcome of the research was obtained. The main object of the above case study is to apply specific teaching cases for the model of teaching design based on conceptional construction, and explore the effects of the chemical teaching focused on this theory on the mastery of special chemical knowledge for students, building and improvement of basic chemical conception, and cultivating of the abilities of comprehensive thinking and problem-solving.
As a result, the effects of the teaching based on conceptional construction were shown as follows. First, it won’t influence the mastery of the special knowledge for students. on the contrary，it can help students develop their grades. Second, it can help students construct and develop the basic chemical conception. Third, it can improve the abilities of comprehensive thinking and problem-solving.
In the last part of this paper, new directions for future research are indicated to apply researchers for deep consideration.
KEY WORDS：conception，model of teaching design based on conceptional construction，teaching analysis，design of teaching strategy
第1章 问题的提出
1．1学生未来发展的要求
教育的本质是育人。学生是教学工作的对象，是课程学习活动的主体，也是未来文明的创造者。因此教学设计应该也必须考虑学生的需要；在考虑学生的需要时，首先要考虑学生的发展；在考虑学生的发展时，应该着重于学生未来的发展。而学生未来发展是多元化的，这就提示我们，在进行教学时要思考：什么样的知识是对学生未来的发展最有意义的？美国心理学家布鲁纳认为：“任何学习的首要目的，在于它将来能为我们服务。将来为我们服务有两种形式：一是学习使我们获得对某种特定工作的特定适应性，心理学家叫做“特殊迁移”；二是学习使我们掌握“基本观念”，这种基本观念可以用作以后所接触的具体问题的基础，具体问题可以当作基本观念的特殊事例来处理，心理学上叫做“原理和态度”，这种类型的迁移应该是教育过程的核心。”
