不同实验探究结构对学生化学实验思维能力的影响研究

发布时间：2018-04-21 01:17

本文选题：化学实验思维能力 + 探究教学　；参考：《华东师范大学》2017年硕士论文

【摘要】：基于化学课程要致力于提高学生的科学素养这一基本理念,以及化学实验教学越来越重视实验的探究性特点,本研究主要分析了不同探究结构下学生化学实验思维能力的发展变化,以探析不同结构的实验探究教学对于培养学生化学实验思维能力有无不同影响以及有怎样的影响,希望本研究的结果能够为学生化学实验思维能力的培养提供建议或参考。本研究所使用的两种探究结构分别被命名为:"开放式探究结构"和"指导式探究结构",二者的主要区别在于实验探究活动中教师参与的程度高低;教学干预过程中通过"实验设计任务单"和"实验解释报告单"来收集学生资料,使用"化学实验思维能力评价框架"从"实验方案设计"和"实验结论解释"两个方面对学生资料展开评价。本研究是由六大部分组成:(一)研究综述,主要阐述本研究的选题背景和研究意义;(二)研究问题,呈现出本研究意欲解决的主要问题;(三)理论研究,通过查阅和整理国内外相关资料,对本研究中涉及的重要概念予以界定;(四)研究方案,从研究的变量、被试、方法、工具和流程等方面展开详细阐述;(五)实证研究,分别从化学实验思维能力的整体和各要素两方面来进行数据分析;(六)研究结论,针对本研究开头提出的研究问题,结合数据分析,得出探究结构对化学实验思维能力的影响。本研究经过上述研究过程获得以下研究结论:不同的实验探究结构对学生化学实验思维能力的培养具有不同的影响作用:(1)整体上来看,"开放式探究结构"对化学实验思维能力的促进影响优于"指导式探究结构",二者之间存在显著性差异;(2)从组成化学实验思维能力的各要素来看,两种探究结构对二级指标的影响各有侧重;(3)从化学实验思维能力自身的发展变化来看,其各组成要素之间的发展不均衡。
[Abstract]:Based on the basic idea that chemistry curriculum should be devoted to improving students' scientific literacy, and chemistry experiment teaching is paying more and more attention to the inquiry characteristic of experiment, This study mainly analyzes the development and change of students' experimental thinking ability in chemistry under different inquiry structures, in order to find out whether and how different effects of experimental inquiry teaching of different structures have on cultivating students' experimental thinking ability. It is hoped that the results of this study can provide suggestions or references for the cultivation of students'experimental thinking ability in chemistry. The two kinds of inquiry structures used in this study are named as "open inquiry structure" and "guiding inquiry structure" respectively. The main difference between them is the degree of teachers' participation in the experimental inquiry activities; In the process of teaching intervention, students' data are collected through "experiment design task sheet" and "experiment explanation report sheet". The evaluation framework of chemical experimental thinking ability was used to evaluate the students' data from two aspects of "experimental scheme design" and "experimental conclusion interpretation". This research is composed of six parts: (1) A review of the research, which mainly describes the background and significance of this research. (2) the research issues, which present the main problems that this study intends to solve, are as follows: (3) theoretical research. By referring to and sorting out the relevant data at home and abroad, this paper defines the important concepts involved in this study (4) the research scheme, and elaborates in detail on the variables, subjects, methods, tools and processes of the research. (5) empirical research. Data analysis is carried out from the aspects of the whole and the elements of the chemical experimental thinking ability. (6) the research conclusion is drawn. According to the research questions raised at the beginning of this study and the data analysis, the influence of the inquiry structure on the chemical experimental thinking ability is obtained. Through the above research process, the following conclusions are obtained: different experimental inquiry structures have different effects on the cultivation of students' experimental thinking ability in chemistry. (1) on the whole, "open inquiry structure" has different effects on chemistry. The promoting effect of experimental thinking ability is better than that of "guiding inquiry structure", and there is a significant difference between them. The influence of the two kinds of inquiry structure on the secondary index is different from the development and change of the thinking ability of chemical experiment, the development of each component element is not balanced.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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