用PTA量表评价学生提出物理问题能力的调查研究

发布时间：2018-10-26 14:43

【摘要】：提出问题是科学探究的重要组成部分,在科学探究的众多要素中起着关键性作用。在前人研究的基础上,分别以常见的实验、生活、科技情境为背景设计了4个常见的物理情境,形成提出问题能力测试问卷,问卷的评分采用自行设计的提出问题能力PTA评分量表。以潍坊市两所县级高中高一学生为研究对象进行调查研究,从而得出高一学生提出物理问题能力的特点,研究结果表明:(1)从整体上看,高一学生提出物理问题能力水平偏低,不利于发展科学探究能力的其他水平。(2)多数学生能够根据情境提出平均1~2个浅层次相关的问题,具有问题意识但是思维的开阔程度不高,甚至部分学生提不出问题。(3)学生“提出问题质量”不同二级指标的水平参差不齐。多数学生能够提出与情境关联度较高的物理问题,即提出“相关性”问题的能力水平较强。仅有少数学生能够深入挖掘情境内涵,从多个不同的视角提出问题,提出具有探究价值的问题,提出深层思考的问题。即提出问题的“灵活性”“可探究性”和“深刻性”水平较弱。(4)学生“问题表述质量”的表现水平较强,能够清晰地表述提出的问题并且语言简洁。(5)县级高中学生提出物理问题能力水平在统计学上存在着较为明显的学校差异,这与学生的思维水平、学习环境与学习习惯有关。(6)县级高中学生提出物理问题能力水平不存在明显的性别差异。最后,在上述研究基础上,给出培养学生提出物理问题能力的实施建议。
[Abstract]:Posing questions is an important part of scientific inquiry and plays a key role in many elements of scientific inquiry. On the basis of previous studies, four common physical situations were designed under the background of common experiment, life, and science and technology, and the questionnaire was formed to test the ability of asking questions. The questionnaire was assessed with the self-designed PTA scale for asking questions. Taking the first year students of two county high schools in Weifang as the research object, the characteristics of the ability of the first grade high school students to put forward the physics questions are obtained. The results show that: (1) from the overall point of view, The ability of the first year students to put forward physics questions is on the low side, which is not conducive to the development of other levels of scientific inquiry ability. (2) most of the students can put forward an average of 1 to 2 shallow related questions according to the situation. There is a problem consciousness, but the open degree of thinking is not high, even some students can not put forward the problem. (3) the level of different secondary indexes of the students "putting forward the question quality" is not uniform. Most students are able to raise physical problems with a high degree of relevance to the situation, that is, the ability to raise "relevance" questions is relatively strong. Only a few students can dig into the connotation of the situation, put forward the questions from different perspectives, put forward the questions with inquiry value, and put forward the questions of deep thinking. That is, the level of "flexibility" inquiring "and" profundity "of raising questions is relatively weak. (4) students' performance level of" problem expression quality "is stronger, Can clearly express the questions raised and the language is concise. (5) there is a significant difference in the ability of the county-level high school students to put forward physics questions, which is different from the students' thinking level. The learning environment is related to learning habits. (6) there is no significant gender difference in the level of students' ability to put forward physics questions. Finally, on the basis of the above research, some suggestions on how to train students' ability to raise physics questions are given.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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