高中生对化学反应理解的调查研究

发布时间：2018-01-19 08:41

本文关键词： 高中生化学反应理解调查研究　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：化学科学素养的培养是化学学科教学的重要目标,化学反应相关知识理解的学习是化学学科的核心内容。深入理解化学反应的相关内容,形成基本的化学变化观,是提高学生化学科学素养的有效途径。化学反应相关内容具有知识点多、复杂度高的特点,学生头脑易混乱,这方面的内容既是教师教学的重点,又是学生学习的难点。因此,调查高中生对化学反应的理解状况,揭示高中生在化学反应理解中存在的问题,具有很大的实际意义。基于上述研究目的,本文研究的具体问题是:(1)了解高中各年级学生对化学反应理解的情况;(2)分析学生在化学反应理解中存在的困难;(3)根据自身实际情况提出教学建议。本文主要采用问卷调查法,问卷收回后,通过对284名高中生对化学反应相关内容理解的作答情况进行总体分析以及分向度分析,我们发现:高中生对化学反应相关内容的理解情况不容乐观:大部分学生答题丰富度普遍偏低;答题角度处于较低的阶段;达不到理应达到的水平。研究的主要结论是:总体分析可得出,学生对化学反应理解的概括性与丰富度普遍偏低;“宏—微—符”相结合的思维方式没有形成;对具体化学反应理解的丰富度普遍偏低;能积极看待化学反应的应用价值。分向度分析可得出,第一,从化学反应本质角度理解化学反应,大部分学生达不到理应达到的水平。第二,从能量角度理解化学反应,大部分学生依旧停留在初中阶段,从微观、符号角度解释能量变化的人数较少。第三,从速度角度理解化学反应,丰富度普遍偏低,大部分高二、高三学生达不到理应达到的水平。第四,从限度角度理解化学反应,丰富度普遍偏低,学生答题角度主要集中在前四个方面,大部分学生达不到理应达到的水平。在此基础上,对教师在化学反应理解相关内容的教学中提出了几点建议。
[Abstract]:The cultivation of chemical science literacy is an important goal of chemistry teaching, and the study of chemical reaction related knowledge is the core content of chemistry subject. Forming a basic view of chemical change is an effective way to improve students' chemical scientific literacy. The content of this aspect is not only the focus of teachers' teaching, but also the difficulty of students' learning. Therefore, the investigation of the understanding of chemical reaction among senior high school students reveals the problems existing in the understanding of chemical reaction among senior high school students. It is of great practical significance. For the purpose of the above research, the specific question studied in this paper is: 1) to understand the students' understanding of chemical reactions in senior high school; 2) analyzing the difficulties existing in students' understanding of chemical reactions; 3) according to the actual situation of teaching, this paper mainly adopts the method of questionnaire, after the questionnaire is withdrawn. Through the 284 senior high school students' understanding of chemical reaction related content of the overall analysis and analysis of the degree of division. We find that high school students' understanding of chemical reaction content is not optimistic: most of the students' richness in answering questions is generally on the low side; The answer angle is in the lower stage; The main conclusions of the study are as follows: the general understanding and richness of chemical reactions are generally low; The thinking mode of "macro-micro-symbol" is not formed; The richness of understanding of specific chemical reactions is generally low; The application value of chemical reaction can be viewed positively. First, most students can not reach the level that should be reached by understanding chemical reaction from the point of view of the nature of chemical reaction. Understanding chemical reaction from the perspective of energy, most students still stay in the junior middle school stage, the number of people who explain the change of energy from the microcosmic and symbolic perspective is relatively small. Thirdly, understanding chemical reaction from the angle of speed, the richness is generally low. Most of the sophomore and junior high school students can not reach the level that should be reached. 4th, from the point of view of the limits of understanding chemical reaction, the richness is generally low, the students' answers are mainly focused on the first four aspects. On the basis of this, some suggestions are put forward for teachers in the teaching of chemical reaction understanding.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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