思维图式在化学问题表征中应用的研究

发布时间：2018-06-03 14:06

本文选题：思维图式 + 问题解决　；参考：《华中师范大学》2015年硕士论文

【摘要】：在高考化学习题处理的过程中,问题解决者必须要结合自己对问题的理解用某些特殊符号来将问题“可视化”,这个过程称之为问题表征。问题表征是解决问题的非常关键的一步,只有对问题有了正确的表征,解题者才能理清问题的脉络,顺藤而摸瓜。研究过程中发现,在将问题可视化过程中,思维图式起着举足轻重的作用。而由激活图式引起的思维顿悟和能力提升,又是一个非常值得我们去研究的课题。本研究通过查询大量的文献,借鉴他人研究方法和结合化学学科解题过程中常见问题,采用问卷调查法对高中化学解题过程认真分析,探索图式在中学生对化学问题表征认知过程中起到的作用。同时,为了培养学生形成图式思维,本文提出了用思维导图、概念图等方式来进行教学,有助于学生内化知识时形成体系,促进思维图式的形成。全文主要分为六大部分：第一部分：引言,介绍了问题提出的背景、国内外的研究现状、研究的目的和意义。第二部分：从心理学角度论述图式表征的理论基础,综述思维图式的类型以及表征系统模型。第三部分：从教学实践中不断总结,介绍了思维图式在化学问题表征中的应用。提出化学教学中思维图式的建构方式,以及以具体题目解析思维图式在化学问题表征中的应用。第四部分：思维图式在化学问题表征中有效性的测试。在前人研究基础上,提出了思维图式水平测试的新方法；又进行了学优生与学困生表征差异上的研究；最后,设计实验,对思维图式在化学问题表征中有效性进行的详细的研究。第五部分：化学教学中思维图式能力培养的实践,从化学新授课和复习课两个角度介绍思维图式在教学中的应用。第六部分：结论与展望。对本文研究进行总结、反思,并对思维图式在问题表征中应用前景展望。
[Abstract]:In the process of college entrance examination, the problem solver must combine his own understanding of the problem with some special symbols to visualize the problem. This process is called the problem characterization. The problem representation is a very key step to solve the problem. Only the problem has a correct representation, the problem solving person can clear the pulse of the problem. In the process of visualizing the problem, the thinking schema plays an important role. The thinking epiphany and ability enhancement caused by the activation schema are a very worthwhile topic for us to study. This study uses a large number of literature, draws lessons from other people's research methods and combines chemistry. The common problems in the process of solving the problem, using the questionnaire method to analyze the process of chemistry problem solving in high school, and to explore the role of Schema in the cognitive process of chemical problems in middle school students. At the same time, in order to train students to form schema thinking, this paper puts forward to use thinking map and sketch map to help the students to internalize knowledge. The full text is divided into six main parts: the first part: introduction, introducing the background of the problem, the present situation at home and abroad, the purpose and significance of the study. The second part: the theoretical basis of the schema representation, the type of thinking schema and the model of the representation system from the psychological angle. The third part: summarized from the teaching practice, the application of thinking schema in chemical problem characterization was introduced. The construction mode of thinking schema in chemistry teaching was put forward, and the application of thinking schema in chemical problem characterization was analyzed with specific topics. The fourth part: the test of the effectiveness of thinking pattern in chemical problem characterization. On the basis of previous research, a new method of thinking pattern level testing is put forward, and the study of the difference between the eugenics and the students with learning difficulties is carried out. Finally, the design experiment is designed to make a detailed study of the effectiveness of the thinking schema in the characterization of chemical problems. The fifth part: the practice of thinking schema ability training in chemistry teaching, from chemistry The application of thinking schema in teaching is introduced in the two aspects of new teaching and review course. The sixth part: conclusion and prospect. This paper summarizes and rethinks the research, and uses the prospect of thinking schema in the problem characterization.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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