高中生化学守恒观发展研究

发布时间：2018-04-21 01:22

本文选题：高中化学 + 守恒观　；参考：《华中师范大学》2017年硕士论文

【摘要】：中学化学教育的根本宗旨是提高学生的化学核心素养,而化学基本观念是化学核心素养的要素。目前有关化学基本观念的理论研究较多,但对高中生化学守恒观的发展情况、影响高中生化学守恒观发展的因素及高中生化学守恒观的培养等方面的研究很少,因此提出该研究课题。在有关理论研究的基础上,经过数次试测和调整,最终编制了具有良好信度和效度的调查问卷,综合考查各维度守恒观念。研究过程中采用问卷调查法、访谈法、课堂观察法等多种方法,对X高中的高一、高二、高三三个年级的部分高中生进行了守恒观认识水平发展的调查,共调查6个班,发放问卷334份,访谈12个学生,观察4位化学教师的化学课堂。用SPSS17.0统计软件对数据进行处理,初步得出以下结论:(1)目前高中生守恒观认识水平中等偏下,守恒观念还没有完全建立起来。而且高中生守恒观认识水平在高一年级与高二年级、高一年级与高三年级以及高二年级与高三年级之间均存在显著性差异,其中,高二年级和高三年级学生守恒观发展水平均显著高于高一年级,而高三年级学生守恒观发展水平虽优于高二年级,但不如高一年级与高二年级、高一年级与高三年级之间的差异性显著。(2)学习者各维度守恒观念的发展不均衡,对于质量守恒和元素守恒的认识在中等水平,能够正确地理解该守恒观念并用于解释生活中的化学现象,而对原子守恒、电荷守恒以及能量守恒的认识则相对较差,大多数学习者存在认识偏差。(3)影响守恒观发展水平的因素中,年级、班级等因素的影响较为明显,其中,高二年级学生守恒观发展水平显著优于高一年级、高三年级学生守恒观发展水平显著优于高二年级、高三年级学生守恒观发展水平显著优于高一年级,重点班学生守恒观发展水平显著优于平行班;而教师、学业成绩等因素影响不是很明显。(4)学习者守恒观发展水平与守恒观知识的增长有一定的关系,学习者守恒观知识的增长对其守恒观发展能够起到积极的作用,但是,守恒知识掌握得好并不代表其守恒观发展水平高。因此,本研究提出了高中生守恒观培养的教学设计和教学策略。为验证其有效性,选取本研究所调查的高三年级的两个理科平行班作为实验班和对照班,进行了为期约三个月的教学实验。实验结束后,通过问卷调查法、访谈法和测试来检验实验结果。结果显示,实验班的问卷成绩和测试成绩均显著优于对照班,实验班学生的学习兴趣也明显高于对照班,这表明本研究提出的教学设计和教学策略具有可行性。
[Abstract]:The basic aim of chemistry education in middle school is to improve the students' chemistry core literacy, and the basic concept of chemistry is the element of chemistry core literacy. At present, there are many theoretical studies on the basic concept of chemistry, but there are few studies on the development of high school students' view of conservation in chemistry, the factors that influence the development of the view of conservation of chemistry of high school students and the cultivation of the view of conservation of chemistry of high school students. Therefore, the research topic is put forward. On the basis of the relevant theoretical research, after several tests and adjustments, a questionnaire with good reliability and validity was compiled, and the conservation concepts of each dimension were comprehensively examined. In the course of the study, by means of questionnaire, interview, classroom observation and other methods, some senior high school students in Grade X, Grade one, Grade two and Grade three, were investigated on the development of their understanding level of conservation view, and a total of six classes were investigated. A total of 334 questionnaires were sent to 12 students and 4 chemistry teachers were observed in chemistry classroom. Using SPSS17.0 statistical software to process the data, the following conclusion is drawn preliminarily: 1) at present, the understanding level of conservation view of senior high school students is lower than that of middle school students, and the concept of conservation has not been completely established. Moreover, there are significant differences between senior high school students' awareness level of conservation view between grade one and grade two, grade one and grade three, and grade two and grade three. The development level of conservation view of students in grade two and grade three is significantly higher than that in grade one, while the development level of conservation view of students in grade three is better than that in grade two, but it is not as good as that in grade one and grade two. The difference between grade one and grade three is significant. (2) the development of conservation concepts in different dimensions of learners is not balanced, and the understanding of conservation of quality and element is at the middle level. The idea of conservation can be correctly understood and used to explain chemical phenomena in life, while the conservation of atoms, charge and energy is relatively poorly understood. Among the factors that affect the development level of conservation view, grade and class are more obvious. Among them, the development level of conservation view of students in grade two is significantly better than that in grade one. The development level of conservation view of senior three students is significantly better than that of sophomore grade, the development level of conservation view of senior three students is significantly better than that of grade one, and the development level of conservation view of key class students is significantly better than that of parallel class. The influence of factors such as academic achievement is not obvious. 4) there is a certain relationship between the development level of conservation view and the growth of conservation view knowledge. The increase of learners' conservation view knowledge can play a positive role in the development of conservation view, but, A good grasp of conservation knowledge does not mean that its conservation view has a high level of development. Therefore, this study puts forward the teaching design and teaching strategies for the cultivation of high school students'view of conservation. In order to verify its effectiveness, two parallel science classes in Grade 3 were selected as experimental class and control class. The experiment was conducted for about three months. At the end of the experiment, the results of the experiment were tested by questionnaire, interview and test. The results show that the questionnaire scores and test scores of the experimental class are significantly better than those of the control class, and the learning interest of the students in the experimental class is obviously higher than that of the control class, which indicates that the teaching design and teaching strategies proposed in this study are feasible.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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