高中化学“新情境”信息题的特征及能力测评研究
发布时间：2018-10-13 14:13
【摘要】：本研究根据情境信息的呈现方式将化学新情境信息题分为四种类型：文字型、图像符号型、表格数据型、装置流程型新情境信息题,并借鉴学生能力国际评价(PISA)的能力建构图,构建了化学新情境信息题的分析框架,包含四个能力维度：阅读理解、抽象概括、联想迁移和分析综合能力。根据试题的四种类型编制了四套测试学生能力发展水平的测试卷,测评了学生在解答化学新情境信息题时四种能力维度的差异性。实验总计选取高二119名被试,按照学生的学业水平不同分为优中困三组。实验结果表明：一、在解答同一类型新情境信息题时,不同学业水平学生在阅读理解、抽象概括、联想迁移、分析综合四种能力维度有明显差异,随着试题呈现复杂度的增大,学生在联想迁移和分析综合能力维度上的差异特别显著,学生的成绩逐渐分化。二、在同一能力维度上,不同学业水平学生之间存在明显差异。在阅读理解能力维度仅存在较小的差异,在抽象概括能力维度上的差异明显大于阅读理解能力维度上的差异,在联想迁移和分析综合能力维度上不同学业水平学生之间的差异有减小的趋势。三、当相同的知识内容以不同方式呈现时,不同学业水平学生之间存在明显差异。学业优良学生与学业中等学生标准分均分的差值在逐渐减小,学业中等学生与学业困难学生标准分均分的差值在逐渐增大。四、在性别差异上,男女生在四种能力维度得分均存在显著差异,男生在各能力维度上的平均分均高于女生。
[Abstract]:According to the presentation of situational information, this study divides the new situational information questions into four types: text type, image symbol type, tabular data type, device flow type new situational information problem, and draw lessons from the ability construction map of international evaluation of (PISA). In this paper, the analytical framework of new situation information problem in chemistry is constructed, which includes four dimensions of ability: reading comprehension, abstract generalization, associative transfer and comprehensive analysis ability. According to the four types of the test questions, four sets of test papers were compiled to test the students' ability development level, and the differences of the four ability dimensions in solving the new situation information questions of chemistry were evaluated. A total of 119 high school students were selected and divided into three groups according to their academic level. The results show that: first, there are significant differences in reading comprehension, abstract generalization, associative transfer, analysis and synthesis between students of different academic levels when solving the same type of new situation information problems, with the increase of the complexity of the test questions. The difference of students' associative transfer and analytical comprehensive ability is especially significant, and the students' scores are gradually divided. Second, in the same ability dimension, there are significant differences between students with different academic levels. There is only a small difference in the dimension of reading comprehension ability, and the difference in the dimension of abstract generalization ability is obviously greater than that in the dimension of reading comprehension ability. The differences between students with different academic levels in associative transfer and analysis of comprehensive abilities tend to decrease. Third, when the same knowledge content is presented in different ways, there are obvious differences among students with different academic levels. The difference of the standard score between the excellent students and the secondary students is gradually decreasing, while the difference between the students with academic difficulties and the students with academic difficulties is gradually increasing. Fourth, in terms of gender differences, male and female students had significant differences in the scores of the four ability dimensions, and the average scores of boys in each ability dimension were higher than those of girls.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2268922
[Abstract]:According to the presentation of situational information, this study divides the new situational information questions into four types: text type, image symbol type, tabular data type, device flow type new situational information problem, and draw lessons from the ability construction map of international evaluation of (PISA). In this paper, the analytical framework of new situation information problem in chemistry is constructed, which includes four dimensions of ability: reading comprehension, abstract generalization, associative transfer and comprehensive analysis ability. According to the four types of the test questions, four sets of test papers were compiled to test the students' ability development level, and the differences of the four ability dimensions in solving the new situation information questions of chemistry were evaluated. A total of 119 high school students were selected and divided into three groups according to their academic level. The results show that: first, there are significant differences in reading comprehension, abstract generalization, associative transfer, analysis and synthesis between students of different academic levels when solving the same type of new situation information problems, with the increase of the complexity of the test questions. The difference of students' associative transfer and analytical comprehensive ability is especially significant, and the students' scores are gradually divided. Second, in the same ability dimension, there are significant differences between students with different academic levels. There is only a small difference in the dimension of reading comprehension ability, and the difference in the dimension of abstract generalization ability is obviously greater than that in the dimension of reading comprehension ability. The differences between students with different academic levels in associative transfer and analysis of comprehensive abilities tend to decrease. Third, when the same knowledge content is presented in different ways, there are obvious differences among students with different academic levels. The difference of the standard score between the excellent students and the secondary students is gradually decreasing, while the difference between the students with academic difficulties and the students with academic difficulties is gradually increasing. Fourth, in terms of gender differences, male and female students had significant differences in the scores of the four ability dimensions, and the average scores of boys in each ability dimension were higher than those of girls.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
【参考文献】
相关期刊论文 前2条
1 吴玉琴;;高中学生化学信息题解题能力现状调查及相应教学策略思考[J];化学教育;2006年06期
2 王后雄;;高中化学新课程教学中问题情境创设策略研究[J];化学教学;2008年07期
，本文编号：2268922
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