高中生化学问题提出的能力的研究

发布时间：2018-05-24 13:31

本文选题：问题提出 + 影响因素　；参考：《福建师范大学》2015年硕士论文

【摘要】：能够发现问题、提出问题是创造能力、批判思维、创新能力的一个重要组成部分。问题提出作为科学探究的重要组成部分,无论在科学研究中,还是学生发展中都有重要的意义。然而受我国应试教育文化的影响,问题提出直到近几十年才进入人们的研究视野。本文梳理了近十多年间问题提出的中外研究现状。借助快乐学习教育平台对三百多名高中生进行“问题提出”的影响因素的问卷调查,统计并分析了高中生问题提出的现状和影响问题提出的相关因素。对福州第四中学5个班级进行开放性问卷的调查,统计高中生在开放性问题情境下提出的问题数量,并采用SOLO问题分类法对学生提出的问题进行分类。经过调查研究,发现学生的知识面和学生提出高问题有着显著的关系,学生的知识面越广,提出问题的水平越高；学生提出问题的能力与年级高低有关,高二学生人均提出问题数量要比高一年级要多,同一年级,实验班人均提出高水平问题要比普通班级要多。提出问题的过程分为四步：获得信息、陈述信息、质疑问题或拓展问题、提出问题。最后介绍了促进学生提出问题的一些策略和方法。
[Abstract]:To be able to find problems and ask questions is an important part of creativity, critical thinking and innovation. As an important part of scientific inquiry, the question is of great significance in both scientific research and student development. However, under the influence of examination-oriented education culture in China, the problem was put forward only in recent decades. This article combs the domestic and foreign research present situation which the question raises in the recent ten years. With the help of happy learning education platform, more than 300 senior high school students were investigated with questionnaires on the influencing factors of "question asking", and the present situation of the problems raised by senior high school students and the relevant factors affecting the problems raised were analyzed. An open questionnaire survey was conducted in five classes of Fuzhou No. 4 Middle School to count the number of questions raised by senior high school students under the situation of open problems and to classify the questions raised by students by using the SOLO problem classification method. Through investigation and research, it is found that there is a significant relationship between students' knowledge and students' raising high questions. The wider the students' knowledge is, the higher the level of asking questions is, and the ability of students to ask questions is related to their grades. The number of questions raised by students in senior two is more than that in grade one, and in the same grade, the students in the experimental class ask more questions at a high level than in the ordinary class. The process of asking questions is divided into four steps: obtaining information, presenting information, questioning or expanding questions, and asking questions. Finally, some strategies and methods to promote students to ask questions are introduced.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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