摘要：化学新课程改革将培养学生“情感态度与价值观”目标作为改革的重点，还对其提出了具体的要求，较好的培养学生情感态度价值观可为其终生发展奠定基础。但在具体实施过程中，受传统应试教育及部分教师在教学活动中对“情感态度与价值观”目标的模糊处理甚至忽视等各方面的原因，导致“情感态与度价值观”目标在设计之初就与教学内容和教学效果存在偏差甚至于脱节，且目标设计过于宽泛和笼统，未能得到应有的重视。本文以两例初中化学教学内容为例，将所设计的“情感态度与价值观”目标与具体教学内容相结合来说明此目标达成的实施过程，以期为初中化学其它教学内容中此目标的设计与达成提供参考。49832

毕业论文关键词：三维目标；化学；教学设计；新课程

Exploration of Junior High School Teaching Content Design Based on the Goal of Emotional Attitude and Value

Abstract: junior high school chemistry new curriculum reform has been put forward to "emotion, attitude and values" as the core of the junior high school chemistry curriculum of the three-dimensional teaching objectives. In the full time compulsory education chemistry curriculum standard (Experiment) > also clearly put forward in the junior middle school chemistry teaching activities of "emotion, attitude and values" of the corresponding requirements. But in the specific implementation process, due to the traditional exam oriented education and some teachers in the teaching activities of "emotional attitude and values" target fuzzy or even ignored the constraints, resulting in "emotional attitude and values" in the teaching process and cannot get due attention. " The sense of state and value sense view "goal at the beginning of the design on and teaching contents and teaching effect exists deviation in disjointed, leading to its objective is too broad and general. In this paper, the study of literature analysis combined with the current situation of the teaching of chemistry in junior high school and junior high school chemistry" emotion, attitude and value value view, "the connotation of the target, to teaching design case as the carrier, puts forward some improved methods and the implementation of the strategy.

Key Words: emotion attitude value; three dimensional goal; junior middle school chemistry; instructional design; new curriculum

目    录

摘  要 1

引  言 2

1.  教学内容设计 4

1.1、目标设计案例评析 4

1.2、空气是一种宝贵的资源教学设计 4

1.3、爱护水资源设计 7

2. 结语 12

参考文献 13

致谢词 14 

基于情感态度价值观目标达成的初中教学内容设计探索

引  言

新课程标准下的化学教学理念，要求把学生真正的从"应试教育”的深渊中"解救”出来，让每个初中学生都能真正的快乐的学习，并从学习中寻找快乐，使所有学生在学习过程当中获得个性的全方位发展，即"学生发展为根本”[1]。这正好是"情感态度价值观”目标所预要求达到的目的，所以九年级化学又以"情感态度价值观”目标当作三维目标的中心[2]。以往的情感态度价值观目标，一般是指对待别人、自己、社会、自然及其相互关系的科学精神、情感态度和价值判断[3][4]。情感态度价值观目标在九年级化学新课程标准下被赋予了新的涵义，情感不再是以为的研究热情、念头和趣，而是指在学习过程所获得的内心体验及内心世界的极大丰富[5]；态度不再是指学习态度和责任感，而是乐观的生活态度、勇于探索的求知态度和胸怀宽广的人生态度和社会责任感；价值观不再突出个人价值，而是突显本身价值和社会价值、科技价值和人文价值、人类自身价值月和大自然的协调统一[6]。在这个过程当中，推动学生形成准确的价值观和积极地生活态度，从心中树立真诚、友善、求知的价值追求，以及科学的人与自然的和谐与可持续发展的科学发展观[7][8][9]。见图1，情感态度与价值观维度目标作为三维目标的核心，其提出和在义务教育阶段教学过程实施已有十余年的时间见图1。