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一缕春风,化雨润了谁;一屏风景,绮窗绿了谁;一场研修,方舟渡了谁;万千丹心,星火燃了谁——4月19日上午,第四期齐鲁名师建设工程理化生组的线上课题答辩活动继续携憧憬和希冀而来——
","type":1},{"img_height":996,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/dbe8ceed50d13b38cdf60bb2a5ca8ec2__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 本场化学学科的答辩由“磊落一身”王小磊教授、“林下之风”毕华林教授、“烟岚如沐”翟厚岚教授联袂组成评审委员会,为活动导航把舵。王小磊教授主持了答辩。
","type":1},{"img_height":613,"img_url":"https://ss2.meipian.me/users/59131947/59321c92d88b1b880f31ec4897860ca7.unknown","img_width":1258,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 首先,林桦老师以课题《指向核心素养的初中化学课堂探究活动课程的开发与实践》陈述了她以课题研究为切入点,构建了“化学知识内容、核心素养培养目标、实践性学习活动设计”有机统一的课堂探究性实验活动方式,并以指向核心素养的课堂科学探究活动为核心形成了系统化的课堂探究学习活动的课例集,其研究成果的实施及推广对促进区域内的学生科学素养的提升和教师的专业化发展都起到了很好的作用。正如林老师所言,课题研究的最终指向,一定是落在学生身上!
","type":1},{"img_height":1246,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/4fc3ad4023365a153cf5393f74a37051__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":738,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/c3c78a2f05fd49825dea7f8cc851a2c4__png.heic","img_width":1272,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 牛富老师针对《基于核心素养的初中化学课堂教学实践研究》的研修课题,从研究的背景、目标、内容、意义、方法与过程、结果与结论、创新点、成果,以及课题研究反思九个方面,就课题研究的全过程情况,进行了概括地陈述。牛老师紧扣本课题研究的时代背景和实践背景,通过对基于核心素养的初中化学课堂教学的“设计研究”“典型案例实践研究”“评价研究”这三个子课题,以及基于核心素养的初中化学课堂教学的目标设计(即“三维”目标整合设计)、人性化教学设计、指向深度学习的教学设计、典型案例实践研究、评价标准研究、评价实践研究这6个子子课题的有序、有效地推进研究;运用理论与实践相结合的方法,实现理论层面的“基于核心素养的课堂教学设计和评价研究”与实践层面的课堂教学的“教-学-评一致性”深度融合;进而助推了“基于核心素养的初中化学课堂教学”落地生根,提高了我们的教育教学质量。让学生成为学习的主人,活泼主动地全面发展;让学生在经历和享受美好化学学习的同时,不断形成和提升相应的核心素养(包括生活素养等非核心素养);更好地为学生的成长和未来可持续发展奠基。研究成果显著,并且牛老师及时将其研究成果在市级及以上层面进行了推广、辐射。
","type":1},{"img_height":682,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/204c0a6ac75e0007c9f19fce531a1147__png.heic","img_width":920,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":1138,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/4298cb8d46c593648e5592d92953bfe2__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 王福花老师的课题《优化化学实验教学,改善农村初中生化学学习行为的研究》立足区域实际,对农村初中学生进行了广泛细致的调研,针对学习化学目的不明确、兴趣不足、学习能力不强所导致初中化学教学质量低的现状进行分析,探索出通过优化实验教学改变农村学生的化学学习行为的途径。经过长期的实践,形成了初中化学实验探究教学模式、实验教学评价方法及评价模式,并开创性进行了开发家庭实验、课外实践活动等补充手段。初步达到了使学生在获得知识的同时,学会实验技能,养成探究的习惯,改变学习行为的目的,同时转变了教师的教学观念,提高了他们的教学能力和科研水平。
","type":1},{"img_height":632,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/657d7560f7792671063fa64be52d40c3__jpg.heic","img_width":1200,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":998,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/c015ce697347925d649ba77ddf786fad__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 徐迎春老师借助《基于UbD理论的初中化学教学设计研究》,以道、法、术兼备的UbD理论为指南,助力一线教师突破传统教学设计发展大概念不得力,教—学—评”一致性、有效性不够的瓶颈。该研究一是梳理、提炼了“UbD”理论的内涵、要点,构建了立体的理论体系框架模型,为改进教学设计提供支撑,服务于学生核心素养的培养。二是用“UbD”理论和工具重构了传统教学设计,从课标的五个一级主题中选代表研究,研发了初中化学逆向教学设计系列案例,丰富了UbD理论在国内初中化学教学领域的物化成果,引领教师的专业成长。三是进行了“UbD”理论、工具与教学实践的融合、推广,推动了区域学科教学提质增效。
","type":1},{"img_height":506,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/34135c1536247adf7e33620644ab80ed__png.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":1020,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/71fdd4481618127d7aef0fef68a343fc__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 于环老师的课题是《基于初中化学典型实验培养学生探究能力的研究》,研究的主要内容有:利用课堂演示实验培养学生探究能力,利用分组实验培养学生探究能力,利用课外小实验培养学生探究能力,通过多媒体演示实验培养学生探究能力。这些研究内容的展开,改变了学生学习方式,提高了学生学习兴趣,发展了学生探究能力,并促进了老师教育教学方式的转变和对实验价值的深度认识。
","type":1},{"img_height":584,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/5ec7f196d2aab722fcfa936293c26afb__png.heic","img_width":830,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":724,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/92abfea40ded58484da11e4217e87c14__png.heic","img_width":1298,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":318,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/0073e1b4b5c081a4319a4135ff7b501f__png.heic","img_width":954,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":430,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/115a2d2ae84c6d8bad341e0b0a2d7fe5__png.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 人生有许多事情,如船后的波纹,总要回望才能看到绵延的涟漪;如风过的竹影,总要俯首才能收到满地的诉说;如远山的呼唤,总要侧耳才能听到破空的激荡。相信我们的每一期倾听、每一声叩问、每一次反思,都是船后之波、风过之影、远山之唤,带给我们不绝的回应和永远的怀念!
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","type":1},{"img_height":996,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/dbe8ceed50d13b38cdf60bb2a5ca8ec2__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 本场化学学科的答辩由“磊落一身”王小磊教授、“林下之风”毕华林教授、“烟岚如沐”翟厚岚教授联袂组成评审委员会,为活动导航把舵。王小磊教授主持了答辩。
","type":1},{"img_height":613,"img_url":"https://ss2.meipian.me/users/59131947/59321c92d88b1b880f31ec4897860ca7.unknown","img_width":1258,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 首先,林桦老师以课题《指向核心素养的初中化学课堂探究活动课程的开发与实践》陈述了她以课题研究为切入点,构建了“化学知识内容、核心素养培养目标、实践性学习活动设计”有机统一的课堂探究性实验活动方式,并以指向核心素养的课堂科学探究活动为核心形成了系统化的课堂探究学习活动的课例集,其研究成果的实施及推广对促进区域内的学生科学素养的提升和教师的专业化发展都起到了很好的作用。正如林老师所言,课题研究的最终指向,一定是落在学生身上!
","type":1},{"img_height":1246,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/4fc3ad4023365a153cf5393f74a37051__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":738,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/c3c78a2f05fd49825dea7f8cc851a2c4__png.heic","img_width":1272,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 牛富老师针对《基于核心素养的初中化学课堂教学实践研究》的研修课题,从研究的背景、目标、内容、意义、方法与过程、结果与结论、创新点、成果,以及课题研究反思九个方面,就课题研究的全过程情况,进行了概括地陈述。牛老师紧扣本课题研究的时代背景和实践背景,通过对基于核心素养的初中化学课堂教学的“设计研究”“典型案例实践研究”“评价研究”这三个子课题,以及基于核心素养的初中化学课堂教学的目标设计(即“三维”目标整合设计)、人性化教学设计、指向深度学习的教学设计、典型案例实践研究、评价标准研究、评价实践研究这6个子子课题的有序、有效地推进研究;运用理论与实践相结合的方法,实现理论层面的“基于核心素养的课堂教学设计和评价研究”与实践层面的课堂教学的“教-学-评一致性”深度融合;进而助推了“基于核心素养的初中化学课堂教学”落地生根,提高了我们的教育教学质量。让学生成为学习的主人,活泼主动地全面发展;让学生在经历和享受美好化学学习的同时,不断形成和提升相应的核心素养(包括生活素养等非核心素养);更好地为学生的成长和未来可持续发展奠基。研究成果显著,并且牛老师及时将其研究成果在市级及以上层面进行了推广、辐射。
","type":1},{"img_height":682,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/204c0a6ac75e0007c9f19fce531a1147__png.heic","img_width":920,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":1138,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/4298cb8d46c593648e5592d92953bfe2__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 王福花老师的课题《优化化学实验教学,改善农村初中生化学学习行为的研究》立足区域实际,对农村初中学生进行了广泛细致的调研,针对学习化学目的不明确、兴趣不足、学习能力不强所导致初中化学教学质量低的现状进行分析,探索出通过优化实验教学改变农村学生的化学学习行为的途径。经过长期的实践,形成了初中化学实验探究教学模式、实验教学评价方法及评价模式,并开创性进行了开发家庭实验、课外实践活动等补充手段。初步达到了使学生在获得知识的同时,学会实验技能,养成探究的习惯,改变学习行为的目的,同时转变了教师的教学观念,提高了他们的教学能力和科研水平。
","type":1},{"img_height":632,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/657d7560f7792671063fa64be52d40c3__jpg.heic","img_width":1200,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":998,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/c015ce697347925d649ba77ddf786fad__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 徐迎春老师借助《基于UbD理论的初中化学教学设计研究》,以道、法、术兼备的UbD理论为指南,助力一线教师突破传统教学设计发展大概念不得力,教—学—评”一致性、有效性不够的瓶颈。该研究一是梳理、提炼了“UbD”理论的内涵、要点,构建了立体的理论体系框架模型,为改进教学设计提供支撑,服务于学生核心素养的培养。二是用“UbD”理论和工具重构了传统教学设计,从课标的五个一级主题中选代表研究,研发了初中化学逆向教学设计系列案例,丰富了UbD理论在国内初中化学教学领域的物化成果,引领教师的专业成长。三是进行了“UbD”理论、工具与教学实践的融合、推广,推动了区域学科教学提质增效。
","type":1},{"img_height":506,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/34135c1536247adf7e33620644ab80ed__png.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":1020,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/71fdd4481618127d7aef0fef68a343fc__png.heic","img_width":2000,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 于环老师的课题是《基于初中化学典型实验培养学生探究能力的研究》,研究的主要内容有:利用课堂演示实验培养学生探究能力,利用分组实验培养学生探究能力,利用课外小实验培养学生探究能力,通过多媒体演示实验培养学生探究能力。这些研究内容的展开,改变了学生学习方式,提高了学生学习兴趣,发展了学生探究能力,并促进了老师教育教学方式的转变和对实验价值的深度认识。
","type":1},{"img_height":584,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/5ec7f196d2aab722fcfa936293c26afb__png.heic","img_width":830,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":724,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/92abfea40ded58484da11e4217e87c14__png.heic","img_width":1298,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":318,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/0073e1b4b5c081a4319a4135ff7b501f__png.heic","img_width":954,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":430,"img_url":"https://ss-mpvolc.meipian.me/users/59131947/115a2d2ae84c6d8bad341e0b0a2d7fe5__png.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 人生有许多事情,如船后的波纹,总要回望才能看到绵延的涟漪;如风过的竹影,总要俯首才能收到满地的诉说;如远山的呼唤,总要侧耳才能听到破空的激荡。相信我们的每一期倾听、每一声叩问、每一次反思,都是船后之波、风过之影、远山之唤,带给我们不绝的回应和永远的怀念!
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