高中生化学符号表征能力的教学策略研究

发布时间：2018-05-24 05:01

本文选题：化学符号 + 符号表征　；参考：《河南师范大学》2017年硕士论文

【摘要】：学生进入高中之后,学习的化学知识越来越多,知识的描述也越来越专业化,新的知识更多的是用特殊的化学符号语言所表示,所以更多的高中生觉得化学越来越难学。许多高中生认为化学成绩不好的重要原因是不理解化学符号语言所表达的含义并且不会运用符号建立宏观和微观之间的联系,所以研究化学符号的表征能力是很有必要的。论文对化学符号表征的相关理论进行学习和研究,结合其他研究者的研究成果,对化学符号表征的概念进行了界定并对化学符号从不同的角度进行了分类。论文通过自行设计的化学符号表征能力调查问卷和测试卷对高中的学生进行调查测试,并通过访谈了解不同年级、不同性别、不同学业水平的学生在化学符号表征能力方面存在的差异,结合访谈分别总结出了学生和教师在化学符号表征方面存在的问题。最后针对存在的问题提出了相应的教学策略并进行了教学实践研究以验证策略的有效性。论文最后结合驻马店西平县杨庄高级中学九个教学班的调查测试和结果分析,提出自己的看法并进行了反思,得出的结论如下:(1)从总体来看,高中生的化学符号表征能力水平不太高,并且学生的表征能力随着年级的增高,知识的增加而显著增强。(2)不同性别的高中生在化学符号表征能力方面不存在显著差异,但女生在符号的微观意义理解方面比男生有优势,男生的符号思维的综合应用能力略高于女生(3)不同学业水平的学生在化学符号表征能力方面存在显著性差异。在化学符号表征方面,成绩优秀的学生的表征能力水平要远超中等生和学困生,结果显示学生的化学符号表征能力与化学成绩有很大关系,主要是因为掌握的知识量以及以前的思维方式对表征能力有很大的影响。(4)符号知识薄弱,化学知识基础差是造成学生符号表征能力差的重要原因之一。(5)根据对学生的调查、测试及结果分析,我们制定了提高学生符号表征能力的教学策略,主要有完善学生符号知识体系、提高学生符号表征意识、改进教师的符号教学观、促进宏观微观表征向符号表征的转化、加强训练学生的符号思维这五个方面。最后把这些教学策略应用于实践过程中,进行了一个学期的教学实践,并通过前测、后测、调查问卷、显著差异性分析,得出结论:我们的教学策略对培养学生的符号表征能力是切实有效的。
[Abstract]:After entering high school, students learn more and more chemistry knowledge, and the description of knowledge becomes more and more professional. The new knowledge is more and more expressed by special chemical symbols, so more and more high school students find chemistry more and more difficult to learn. Many senior high school students think that the main reason for the poor performance in chemistry is that they do not understand the meaning of chemical symbolic language and do not use symbols to establish the relationship between macro and micro, so it is necessary to study the representational ability of chemical symbols. In this paper, the related theories of chemical symbol representation are studied and studied. Combined with the research results of other researchers, the concept of chemical symbol representation is defined and the chemical symbol is classified from different angles. In this paper, the students in high school were investigated and tested by the questionnaire and test paper of chemical symbol representation ability designed by ourselves, and different grades, different genders were investigated by interviews. There are differences in the ability of chemical symbol representation among students with different academic levels, and the problems of students and teachers in the representation of chemical symbols are summarized in combination with interviews. Finally, the corresponding teaching strategies are put forward and the teaching practice is carried out to verify the effectiveness of the strategies. Finally, combining with the investigation, test and result analysis of nine teaching classes in Yangzhuang High School in Xiping County, Zhumadian, the paper puts forward its own views and makes some reflections. The conclusions are as follows: 1) from the overall point of view, The level of high school students' chemical symbol representation ability is not very high, and the students' representation ability increases significantly with the increase of grade and knowledge.) there is no significant difference in chemical symbol representation ability among senior high school students of different genders. However, female students have an advantage over boys in understanding the micro-meaning of symbols. The comprehensive application ability of boys' symbolic thinking is slightly higher than that of girls'/ 3) the students with different academic levels have significant differences in the representation ability of chemical symbols. In the aspect of chemical symbol representation, the level of representation ability of excellent students is far higher than that of middle students and students with learning difficulties. The results show that the students' ability of chemical symbol representation is closely related to their chemistry scores. The main reason is that the amount of knowledge grasped and the way of thinking before have a great influence on the representational ability. (4) weak knowledge of symbols. The poor basis of chemical knowledge is one of the important reasons for students' poor ability of symbolic representation. Through testing and result analysis, we have formulated teaching strategies to improve students' symbolic representation ability, which mainly include improving students' knowledge system of symbols, raising students' awareness of symbolic representation, and improving teachers' concept of symbolic teaching. To promote the transformation from macro and micro representation to symbolic representation, and to strengthen the training of students' symbolic thinking. Finally, these teaching strategies are applied in the process of practice, and a semester of teaching practice is carried out, and through the pre-test, post-test, questionnaire, significant difference analysis, The conclusion is that our teaching strategy is effective in training students' symbolic representation ability.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

【参考文献】