化学生态课堂研究
摘要
随着社会经济和科学技术的飞速发展,人类与自然界的冲突日益加剧,生态危机全面爆发,人们越来越认识到保护生态、促进人与自然和谐发展的重要性。生态学和生态哲学的发展不仅为人类保护和建设生态环境提供了科学依据,也形成了人们思考问题的一种思维方式。在自然科学和社会科学研究中借鉴生态学的思想和方法已成为科学研究在方法论上的一种突破,从生态学的视角研究教育教学也备受关注。生态学的思想和方法为教育教学改革提供了全新的视角,也为课堂教学的研究提供了理论基础,教育生态学、生态化教学、生态课程观、课堂生态学等教育理论初具形态。本研究拟从具体的课堂教学实践出发、运用生态学的原理和方法来研究化学课堂中的问题,通过文献资料和网络资源分析、实地课堂考察、访谈等研究方法,从多个角度对化学课堂进行深入探讨,力求从生态学的视角重新解读现实的化学课堂,揭示化学课堂中的失衡现象,进而初步构建化学生态课堂,提出实现化学生态课堂的对策和建议。
本文的主题是“化学生态课堂研究”,核心是“化学生态课堂”,整个研究沿着“何为化学生态课堂”-“化学生态课堂为何必要”-“如何实现化学生态课堂”的思路展开,论文共分为四个部分:第一部分,借鉴生态学的世界观和方法论对化学生态课堂的内涵、构成要素、生态规律、生态特征及理论基础进行阐释;第二部分,通过分析当前的化学课堂,揭示出当前的化学课堂中存在着师生关系的“对话”失衡、教学情境与真实情境失衡、教和学的方式与新课程理念失衡、课堂环境的耐度失衡等失衡现象,并对这些现象进行生态学反思,力求找到中学化学课堂的应然状态,为构建化学生态课堂提供合理性的支持;第三部分,这部分是本研究的核心部分,尝试从师生关系、教学内容、教学设计、教学管理及教学环境等五个方面对化学生态课堂进行初步理论构建;第四部分,从教学资源、教学方式、课堂管理及教学环境等四个方面,提出一些构建化学生态课堂的对策和建议。通过四个部分的阐述,化学生态课堂的整体面貌被勾勒出来,希望对一线化学教师有一定的参考意义。不过,化学生态课堂是以生态学理论作为理论支撑的一种教学理念,尽管本文提供了一些在具体课堂教学实践中可供参考的实施策略,但探索化学生态课堂的最终目的不是为了寻找一个可以按照具体步骤操作的教学程序,而是要形成一个尊重生命事实、实现学生可持续发展的理念,并使这个理念贯穿于整个化学教学之中。
实践证明,运用多学科的话语来解读教学是教学研究的一种有效方式。运用生态学的原理和方法进行教育教学研究,是一个全新的视角,也是一种有效的方式。综观国内外关于教育生态学的研究,大多数都是从宏观的角度把教育放在社会这个大环境的背景下来研究,以整体、系统的观点研究社会整体与人类教育活动的交互关系,从微观的角度对教学问题的研究相对较少,而在微观上对课堂生态的研究又多局限于课堂的某一方面,缺乏系统、整体地构建课堂教学,理论研究比较多,缺少扎根于具体的课堂教学实践的生态学考察。而本研究扎根于具体的化学课堂,以具体的化学课堂为原型,以生态学的思想、方法解读化学课堂,视化学课堂为一个特殊的生态系统,用系统、整体的眼光去分析化学课堂,力求揭示化学课堂应有的状态,构建生态化的化学课堂,这是对教育生态学微观研究的一个尝试。再者,本文构建化学生态课堂的最终目标是促进个体的可持续发展,这与当今的人与自然和谐发展、实现人的可持续发展的理念相呼应,符合未来教育的生态化趋势,体现新课程改革中化学课程的生态化取向。最后,本研究立足于基础教育的具体课堂教学,将生态学的理念引入化学课堂,为一线化学教师进行生态化教学提供指导思想和方法,有助于一线化学教师在教学实践中改变旧观念,利用生态学的理念反思现实的化学课堂教学,提高化学教学质量,使化学课堂充满生命活力。
As the rapid development of science, technology and economy, human and the nature conflict intensifies day by day; the ecological crisis erupts comprehensively. People realized more and more the importance of the ecology protection and the promotion of the people and the nature accord development. Ecology and ecology philosophy development not only has provided the scientific basis for human protection and construction of ecological environment, also formed a way of thinking. Benefit from using ecology thoughts and methods, in natural science and social science research, has brought out breakthrough for the methodology of scientific research. Researching education and teaching from the ecology viewpoint has also gained more attention. Ecology thoughts and methods have provided a brand-new angle of view for educational reform. It also has provided theoretical foundation for classroom teaching research. Education theories of ecology of education, ecological teaching, ecological curriculum and ecology of classroom have been initially shaped. This research plans to base on specific classroom teaching practice, using the ecology principle and method to research the issues in chemistry classroom. Through using literature and internet resource analysis, on the spot classroom observation and interviews, it thoroughly discusses chemistry classroom education from many different angles. It makes effort from the ecological angle of view to explain the real chemistry classroom, to reveal the unbalanced phenomenon of chemistry classroom education, and then to preliminarily construct ecological chemistry classroom. It proposed plans and suggestions to realize ecological chemistry classroom.
The subject of this article is“ecological chemistry classroom research”. The core is“ecological chemistry classroom”. The entire research develops along the way of that“what is ecological chemistry classroom”–“why ecological chemistry classroom is necessary”-“how to realize ecological chemistry classroom”. There are four parts in the paper: The first part, profits from the ecology outlook and the methodology to explain ecological chemistry classroom connotation, its integrant parts, ecology rule, the ecology characteristic and rationale. Second, through the analysis of real chemistry classroom, it reveals the“dialogue imbalance”in the relationship between teachers and students, the imbalance of the teaching situation and the real situation, the imbalance of teaching and learning method and the idea of new curriculum, the imbalance of classroom environment’s bearing and so on. It also, re-considers to these phenomena in the perspective of ecology. It makes every effort to find the“suitable”state for middle school chemistry classroom. It tries to provide rational support to the construction of ecological chemistry classroom. The third part, this is the core part of this research. It attempts, from student-teacher relationship, the course contents, the teaching design, the teaching management and the teaching environment - 5 aspects, to carry on the preliminary theory construction to ecological chemistry classroom. The fourth part, from teaching resources, the way of teaching, classroom management and teaching environment, the four aspects, it brings up some implementation countermeasures and suggestions on the construction of ecological chemistry classroom. Through the four part elaborations, the ecological chemistry classroom framework is outlined. Hope this can have certain reference significance to frontline chemistry teachers. However ecological chemistry classroom is a teaching concept based on ecology theory. Although this article provides some references and implementation strategies to the real classroom teaching practice, the ultimate goal of the exploration of ecological chemistry classroom is not to seek a teaching program that can be used to execute step by step, but is to form one concept that respects life fact and can realize students’sustainable development, and to enable this idea penetrating in the entire chemistry teaching.
The practice proved that utilizing the multi-disciplinary words to explain the teaching is one effective way of teaching research. That using ecology principle and methods to conduct the education teaching research, is a brand-new angle of view, it is also one effective way. However, from overview of domestic and foreign research on ecology of education, we can see that the majority of it is from the macroscopic angle to research the education under the perspective of whole society environment, using overall and systematic viewpoint to research the interactive relations between society whole and the human activity. There are relatively few doing the research on teaching related issues from the microscopic angle. For those researching the classroom issues from the microscopic angle, they often limited to certain aspects, locking overall and systematic construct classroom teaching. There are relatively more theoretical researches, but locking ecology inspection that roots to classroom teaching practice. First of all, this research takes root in the real chemistry classroom, uses the real chemistry classroom as a prototype, uses the ecology thoughts, methods to explain chemistry classroom. It regards chemistry classroom as the special ecosystem. It analyzes chemistry classroom from overall and systematic viewpoint. It makes every effort to promulgate chemistry classroom’s proper condition, to construct ecological chemistry classroom. It is an attempt to the micro-examination of educational ecology. Second the ultimate objective of constructing ecological chemistry classroom discussed in this article is to promote the individual sustainable development. This echoes the idea of human and nature accord development, and the idea of human sustainable development. It tallies with the ecological tendency of future education. It manifests ecological orientation of chemistry curriculum in the new curriculum reform. Finally, this research, based on the fundamental education’s real classroom teaching, introduces the ecology ideas to chemistry classroom. It provides frontline chemistry teachers guiding principles the methods to their ecological teaching. It is helpful for chemistry teachers to make changes of their old ideas in their teaching practice; to use ecology idea to re-considers the real chemical classroom education; to improve the quality of chemistry education, and to energize the chemistry classroom.
本文的主题是“化学生态课堂研究”,核心是“化学生态课堂”,整个研究沿着“何为化学生态课堂”-“化学生态课堂为何必要”-“如何实现化学生态课堂”的思路展开,论文共分为四个部分:第一部分,借鉴生态学的世界观和方法论对化学生态课堂的内涵、构成要素、生态规律、生态特征及理论基础进行阐释;第二部分,通过分析当前的化学课堂,揭示出当前的化学课堂中存在着师生关系的“对话”失衡、教学情境与真实情境失衡、教和学的方式与新课程理念失衡、课堂环境的耐度失衡等失衡现象,并对这些现象进行生态学反思,力求找到中学化学课堂的应然状态,为构建化学生态课堂提供合理性的支持;第三部分,这部分是本研究的核心部分,尝试从师生关系、教学内容、教学设计、教学管理及教学环境等五个方面对化学生态课堂进行初步理论构建;第四部分,从教学资源、教学方式、课堂管理及教学环境等四个方面,提出一些构建化学生态课堂的对策和建议。通过四个部分的阐述,化学生态课堂的整体面貌被勾勒出来,希望对一线化学教师有一定的参考意义。不过,化学生态课堂是以生态学理论作为理论支撑的一种教学理念,尽管本文提供了一些在具体课堂教学实践中可供参考的实施策略,但探索化学生态课堂的最终目的不是为了寻找一个可以按照具体步骤操作的教学程序,而是要形成一个尊重生命事实、实现学生可持续发展的理念,并使这个理念贯穿于整个化学教学之中。
实践证明,运用多学科的话语来解读教学是教学研究的一种有效方式。运用生态学的原理和方法进行教育教学研究,是一个全新的视角,也是一种有效的方式。综观国内外关于教育生态学的研究,大多数都是从宏观的角度把教育放在社会这个大环境的背景下来研究,以整体、系统的观点研究社会整体与人类教育活动的交互关系,从微观的角度对教学问题的研究相对较少,而在微观上对课堂生态的研究又多局限于课堂的某一方面,缺乏系统、整体地构建课堂教学,理论研究比较多,缺少扎根于具体的课堂教学实践的生态学考察。而本研究扎根于具体的化学课堂,以具体的化学课堂为原型,以生态学的思想、方法解读化学课堂,视化学课堂为一个特殊的生态系统,用系统、整体的眼光去分析化学课堂,力求揭示化学课堂应有的状态,构建生态化的化学课堂,这是对教育生态学微观研究的一个尝试。再者,本文构建化学生态课堂的最终目标是促进个体的可持续发展,这与当今的人与自然和谐发展、实现人的可持续发展的理念相呼应,符合未来教育的生态化趋势,体现新课程改革中化学课程的生态化取向。最后,本研究立足于基础教育的具体课堂教学,将生态学的理念引入化学课堂,为一线化学教师进行生态化教学提供指导思想和方法,有助于一线化学教师在教学实践中改变旧观念,利用生态学的理念反思现实的化学课堂教学,提高化学教学质量,使化学课堂充满生命活力。
As the rapid development of science, technology and economy, human and the nature conflict intensifies day by day; the ecological crisis erupts comprehensively. People realized more and more the importance of the ecology protection and the promotion of the people and the nature accord development. Ecology and ecology philosophy development not only has provided the scientific basis for human protection and construction of ecological environment, also formed a way of thinking. Benefit from using ecology thoughts and methods, in natural science and social science research, has brought out breakthrough for the methodology of scientific research. Researching education and teaching from the ecology viewpoint has also gained more attention. Ecology thoughts and methods have provided a brand-new angle of view for educational reform. It also has provided theoretical foundation for classroom teaching research. Education theories of ecology of education, ecological teaching, ecological curriculum and ecology of classroom have been initially shaped. This research plans to base on specific classroom teaching practice, using the ecology principle and method to research the issues in chemistry classroom. Through using literature and internet resource analysis, on the spot classroom observation and interviews, it thoroughly discusses chemistry classroom education from many different angles. It makes effort from the ecological angle of view to explain the real chemistry classroom, to reveal the unbalanced phenomenon of chemistry classroom education, and then to preliminarily construct ecological chemistry classroom. It proposed plans and suggestions to realize ecological chemistry classroom.
The subject of this article is“ecological chemistry classroom research”. The core is“ecological chemistry classroom”. The entire research develops along the way of that“what is ecological chemistry classroom”–“why ecological chemistry classroom is necessary”-“how to realize ecological chemistry classroom”. There are four parts in the paper: The first part, profits from the ecology outlook and the methodology to explain ecological chemistry classroom connotation, its integrant parts, ecology rule, the ecology characteristic and rationale. Second, through the analysis of real chemistry classroom, it reveals the“dialogue imbalance”in the relationship between teachers and students, the imbalance of the teaching situation and the real situation, the imbalance of teaching and learning method and the idea of new curriculum, the imbalance of classroom environment’s bearing and so on. It also, re-considers to these phenomena in the perspective of ecology. It makes every effort to find the“suitable”state for middle school chemistry classroom. It tries to provide rational support to the construction of ecological chemistry classroom. The third part, this is the core part of this research. It attempts, from student-teacher relationship, the course contents, the teaching design, the teaching management and the teaching environment - 5 aspects, to carry on the preliminary theory construction to ecological chemistry classroom. The fourth part, from teaching resources, the way of teaching, classroom management and teaching environment, the four aspects, it brings up some implementation countermeasures and suggestions on the construction of ecological chemistry classroom. Through the four part elaborations, the ecological chemistry classroom framework is outlined. Hope this can have certain reference significance to frontline chemistry teachers. However ecological chemistry classroom is a teaching concept based on ecology theory. Although this article provides some references and implementation strategies to the real classroom teaching practice, the ultimate goal of the exploration of ecological chemistry classroom is not to seek a teaching program that can be used to execute step by step, but is to form one concept that respects life fact and can realize students’sustainable development, and to enable this idea penetrating in the entire chemistry teaching.
The practice proved that utilizing the multi-disciplinary words to explain the teaching is one effective way of teaching research. That using ecology principle and methods to conduct the education teaching research, is a brand-new angle of view, it is also one effective way. However, from overview of domestic and foreign research on ecology of education, we can see that the majority of it is from the macroscopic angle to research the education under the perspective of whole society environment, using overall and systematic viewpoint to research the interactive relations between society whole and the human activity. There are relatively few doing the research on teaching related issues from the microscopic angle. For those researching the classroom issues from the microscopic angle, they often limited to certain aspects, locking overall and systematic construct classroom teaching. There are relatively more theoretical researches, but locking ecology inspection that roots to classroom teaching practice. First of all, this research takes root in the real chemistry classroom, uses the real chemistry classroom as a prototype, uses the ecology thoughts, methods to explain chemistry classroom. It regards chemistry classroom as the special ecosystem. It analyzes chemistry classroom from overall and systematic viewpoint. It makes every effort to promulgate chemistry classroom’s proper condition, to construct ecological chemistry classroom. It is an attempt to the micro-examination of educational ecology. Second the ultimate objective of constructing ecological chemistry classroom discussed in this article is to promote the individual sustainable development. This echoes the idea of human and nature accord development, and the idea of human sustainable development. It tallies with the ecological tendency of future education. It manifests ecological orientation of chemistry curriculum in the new curriculum reform. Finally, this research, based on the fundamental education’s real classroom teaching, introduces the ecology ideas to chemistry classroom. It provides frontline chemistry teachers guiding principles the methods to their ecological teaching. It is helpful for chemistry teachers to make changes of their old ideas in their teaching practice; to use ecology idea to re-considers the real chemical classroom education; to improve the quality of chemistry education, and to energize the chemistry classroom.
引文
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