初中化学课堂教学中问题难度的表征与应用研究
发布时间：2019-06-14 21:52
【摘要】：新课改实施之后,越来越多的教育工作者在教学中开始重视课堂提问,想通过这种方式拉近师生之间的距离,从学生的反馈中直观而及时的调整教学策略,因而对于课堂提问的研究越来越多。问题难度在教学实践中经常会有所涉及,而到目前为止,这方面的研究还是比较匮乏,暂时还停留在心理学层面,没有深入到教育教学实践中。维果茨基提出的最近发展区理论为一些研究者打开了一扇窗,可以作为教学问题难度设立的参考,但是对于课堂问题难度具体的划分和评价还是未能确定。笔者选择从教师的角度入手,划分初中化学课堂问题难度,并且研究化学课堂问题难度的分布情况,本论文采用文献法、访谈法、课堂观察法、文本分析法和统计分析法,还借助电脑软件和常用软件工具,用数据来说明问题,这样可以有据可查,使研究结果更加可靠、准确,更具说服力。根据文献综述、访谈和组内讨论,通过对不同课型的三节课,共计180个问题的研究,笔者从教师的角度开发出了评价化学课堂问题难度的量表,共有八个指标,依次为：问题的开放性程度；问题情境中相关概念的干扰性程度；问题之间的衔接程度,台阶大小；问题表述中对于解决问题需要知识的指向性；问题表述中对于解决问题的思路指向性是否明确；问题解决的思维抽象程度；解决问题需要的信息量及知识的综合程度；解决问题需要的思维含量。在此量表确立的基础上,运用聚类分析将化学课堂问题难度划分为三个等级：简单(A)；中等(B)；难(C),通过研究化学课堂问题难度与提问时间,以及化学课堂问题难度的数量关系分布情况,笔者得出了如下结论：(一)此次量表的开发是从一个维度确立的八个指标,量表的独立样本t-test检验,信度和效度的检验均较佳,作为一份新开发的量表可信度较高。(二)从熟手型教师的化学课堂问题难度与提问时间分布图来看,化学课堂问题难度应该分散分布,将不同难度的问题穿插起来；而且每个问题之间跨度不宜太大,设立的台阶不宜太高,问题之间基本上都有铺垫。(三)从熟手型教师的化学课堂问题难度的数量关系分布图中,可以得出这样的结论：熟手型教师课堂问题的数目较多,平均每节课为60个问题,而且简单的问题也就是A类问题占据的数目最多,这三节课中A类问题所占的频率达到53.3%,可见熟手型教师对于化学课堂问题难度的设立比较成熟,更加注重学生掌握简单类问题,偏重于学生打下扎实的基础。而且不同的课型,熟手型教师设立的化学课堂问题难度的数目也是不同的,教学内容本身比较抽象,学生理解起来比较困难的,熟手型教师设立的难度较低,反之较高。
[Abstract]:After the implementation of the new curriculum reform, more and more educators begin to pay attention to classroom questioning in teaching, in order to narrow the distance between teachers and students in this way, and adjust the teaching strategy intuitively and timely from the feedback of students, so there are more and more research on classroom questioning. The difficulty of problems is often involved in teaching practice, but so far, the research in this area is still relatively scarce, temporarily still in the psychological level, did not go deep into the practice of education and teaching. The theory of recent development area put forward by Wigotsky has opened a window for some researchers, which can be used as a reference for the difficulty of teaching problems, but the specific division and evaluation of the difficulty of classroom problems has not been determined. The author chooses to divide the difficulty of chemistry classroom problems in junior high school from the point of view of teachers, and to study the distribution of difficulty in chemistry classroom problems. This paper adopts literature method, interview method, classroom observation method, text analysis method and statistical analysis method, and also uses computer software and common software tools to explain the problem with data, which can be found out and make the research results more reliable, accurate and persuasive. According to literature review, interview and group discussion, through the study of 180 problems in three classes of different classes, the author has developed a scale to evaluate the difficulty of chemistry classroom problems from the perspective of teachers, with a total of eight indicators, which are as follows: the openness of the problem, the degree of interference of the relevant concepts in the problem situation, the degree of cohesion between the problems, and the size of the steps. In the problem expression, the direction of knowledge is needed to solve the problem; whether the direction of thinking to solve the problem is clear in the problem expression; the abstract degree of thinking of problem solving; the amount of information needed to solve the problem and the comprehensive degree of knowledge; and the thinking content needed to solve the problem. On the basis of the establishment of this scale, the difficulty of chemistry classroom problems is divided into three levels by cluster analysis: simple (A); medium (B); By studying the distribution of the difficulty and time of chemistry classroom questions, as well as the quantitative relationship between the difficulty of chemistry classroom questions, the author draws the following conclusions: (1) the development of the scale is based on eight indexes established from one dimension. The independent sample t-test, reliability and validity test of the scale are better, and the reliability of the scale as a newly developed scale is higher. (2) judging from the distribution map of chemistry classroom problem difficulty and question time of familiar teachers, the difficulty of chemistry classroom problem should be scattered and interspersed with different difficult questions, and the span between each question should not be too large, the steps set up should not be too high, and there is basically a cushion between the problems. (3) from the distribution map of the quantitative relationship between the difficulty of chemistry classroom problems of skilled teachers, we can draw the following conclusions: the number of familiar teachers' classroom problems is relatively large, with an average of 60 problems per class, and the simple problem is that the number of class A problems accounts for the largest number. The frequency of class A problems in these three classes is 53.3%. It can be seen that the establishment of chemistry classroom problems by familiar teachers is more mature. Pay more attention to students to master simple problems, focusing on students to lay a solid foundation. Moreover, the number of problems in chemistry classroom set up by familiar teachers is also different in different classes, the teaching content itself is more abstract, it is more difficult for students to understand, and the difficulty of setting up familiar teachers is lower, on the contrary, it is higher.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2499725
[Abstract]:After the implementation of the new curriculum reform, more and more educators begin to pay attention to classroom questioning in teaching, in order to narrow the distance between teachers and students in this way, and adjust the teaching strategy intuitively and timely from the feedback of students, so there are more and more research on classroom questioning. The difficulty of problems is often involved in teaching practice, but so far, the research in this area is still relatively scarce, temporarily still in the psychological level, did not go deep into the practice of education and teaching. The theory of recent development area put forward by Wigotsky has opened a window for some researchers, which can be used as a reference for the difficulty of teaching problems, but the specific division and evaluation of the difficulty of classroom problems has not been determined. The author chooses to divide the difficulty of chemistry classroom problems in junior high school from the point of view of teachers, and to study the distribution of difficulty in chemistry classroom problems. This paper adopts literature method, interview method, classroom observation method, text analysis method and statistical analysis method, and also uses computer software and common software tools to explain the problem with data, which can be found out and make the research results more reliable, accurate and persuasive. According to literature review, interview and group discussion, through the study of 180 problems in three classes of different classes, the author has developed a scale to evaluate the difficulty of chemistry classroom problems from the perspective of teachers, with a total of eight indicators, which are as follows: the openness of the problem, the degree of interference of the relevant concepts in the problem situation, the degree of cohesion between the problems, and the size of the steps. In the problem expression, the direction of knowledge is needed to solve the problem; whether the direction of thinking to solve the problem is clear in the problem expression; the abstract degree of thinking of problem solving; the amount of information needed to solve the problem and the comprehensive degree of knowledge; and the thinking content needed to solve the problem. On the basis of the establishment of this scale, the difficulty of chemistry classroom problems is divided into three levels by cluster analysis: simple (A); medium (B); By studying the distribution of the difficulty and time of chemistry classroom questions, as well as the quantitative relationship between the difficulty of chemistry classroom questions, the author draws the following conclusions: (1) the development of the scale is based on eight indexes established from one dimension. The independent sample t-test, reliability and validity test of the scale are better, and the reliability of the scale as a newly developed scale is higher. (2) judging from the distribution map of chemistry classroom problem difficulty and question time of familiar teachers, the difficulty of chemistry classroom problem should be scattered and interspersed with different difficult questions, and the span between each question should not be too large, the steps set up should not be too high, and there is basically a cushion between the problems. (3) from the distribution map of the quantitative relationship between the difficulty of chemistry classroom problems of skilled teachers, we can draw the following conclusions: the number of familiar teachers' classroom problems is relatively large, with an average of 60 problems per class, and the simple problem is that the number of class A problems accounts for the largest number. The frequency of class A problems in these three classes is 53.3%. It can be seen that the establishment of chemistry classroom problems by familiar teachers is more mature. Pay more attention to students to master simple problems, focusing on students to lay a solid foundation. Moreover, the number of problems in chemistry classroom set up by familiar teachers is also different in different classes, the teaching content itself is more abstract, it is more difficult for students to understand, and the difficulty of setting up familiar teachers is lower, on the contrary, it is higher.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
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1 张传伟;论数学问题难度的静态因素[J];数学教学研究;2005年01期
相关硕士学位论文 前1条
1 郑毅;2007年上海市高考数学（理）试题难度事前认知任务分析[D];华东师范大学;2008年
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