高中《化学反应原理》迷思概念诊断研究

发布时间：2018-03-16 10:02

  本文选题：化学反应原理　切入点：迷思概念　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：迷思概念的存在影响学生科学概念的形成,阻碍学生概念体系的构建,一直以来都是概念研究的热点。《化学反应原理》是高中化学的理论基础,其概念具有抽象性、微观性、复杂性和系统性,易形成迷思概念。诊断《化学反应原理》一书存在的迷思概念对中学化学教学具有重要的意义。本研究分为两部分,研究一通过词频分析法确定《化学反应原理》核心概念,然后以一线化学教师为调查对象,以《化学反应原理核心概念迷思情况调查问卷》为调查材料进行核心概念迷思程度调查,确定研究二诊断对象。研究二通过文献分析法汇总前三章科学概念学习中的迷思概念及其迷思比例与成因;并以株洲茶陵某中学高二学生为研究对象,以自编的《化学反应与能量迷思概念诊断问卷》为研究材料,诊断“化学反应与能量”学生存在的迷思概念种类、迷思比例、成因。研究得出以下结论:1.人教版《化学反应原理》包含核心概念34个,其中易迷思的核心概念“化学反应与能量”8个,“化学反应速率与化学平衡”5个,“水溶液中的离子平衡”7个,“电化学基础”4个。2.《化学反应原理》中,“化学反应速率与化学平衡”的核心概念最易迷思,“化学反应与能量”的核心概念相对最难迷思。3.“化学反应与能量”核心概念中,热化学反应方程式、盖斯定律、反应热、焓变、燃烧热、中和热、吸放热反应均存在丰富的迷思概念,其中“吸、放热反应”迷思比例最高,“盖斯定律”迷思比例最低。4.高中生迷思概念的成因包括思维能力欠缺、知识的负迁移、机械记忆、教师教学活动四个方面,教师可以选择相应的教学策略进行迷思概念的转变。
[Abstract]:The existence of the concept of myth affects the formation of the concept of science, hinders the construction of the concept system of students, and has always been the focus of conceptual research. Chemical reaction principle is the theoretical basis of high school chemistry, and its concept is abstract and microscopic. Complex and systematic, easy to form the concept of myth. The diagnostic book "chemical reaction principle" the existence of the myth of the concept of high school chemistry teaching has important significance. This study is divided into two parts, In the first study, the core concept of "principle of Chemical reaction" was determined by word frequency analysis, and then the first-line chemistry teacher was taken as the object of investigation. A survey of the degree of core concept myth was carried out with the questionnaire on the Core concept of Chemical reaction principle. To determine the second diagnostic object of the study. The second study summarizes the myth concept in the first three chapters of science concept learning, and the proportion and causes of the myth through the literature analysis, and takes a middle school high school sophomore in Chaling, Zhuzhou, as the research object. Based on the "Chemical reaction and Energy Myth Conceptual Diagnostic questionnaire", the students of "Chemical reaction and Energy" were diagnosed with the types and proportion of misconceptions. The cause of formation. The study draws the following conclusion: 1. The principle of Chemical reaction in Humanistic Edition contains 34 core concepts. Among them, 8 are "chemical reaction and energy", 5 are "chemical reaction rate and chemical equilibrium", 7 are "ion equilibrium in aqueous solution", "Electrochemical basis" is 4. 2. "Chemical reaction principle", "Chemical reaction rate", "Chemical reaction rate" The core concept of chemical balance is the most mystifying, and the core concept of "chemical reaction and energy" is the most difficult one. 3. Among the core concepts of "chemical reaction and energy", The equation of thermochemical reaction, Gay's law, heat of reaction, enthalpy change, heat of combustion, neutralization, heat of absorption and exothermic reaction are all rich in myth. Exothermic reaction "myth ratio is highest," Gus law "myth proportion is lowest. 4. The causes of high school students' myth concept include thinking ability deficiency, negative transfer of knowledge, mechanical memory, teachers' teaching activities, etc. Teachers can choose the corresponding teaching strategies to change the concept of myth.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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本文编号：1619425