中学生“电解质”概念相异构想及教学干预研究

发布时间：2018-11-11 16:39

【摘要】：本课题研究在对国内外有关研究进行综述的基础上,针对现阶段学生“电解质”概念的学习状况以及教师的教学情况,提出了本课题研究的意义,并采用二段式测验法探查了学生在学习“电解质”概念之前的已有经验知识以及学习“电解质”概念之后在头脑中形成的相异构想,对收集到的数据进行统计分析,结果显示：学生在学习电解质之前确实存在相关经验知识,而且某些经验知识是有缺陷的,学生在电解质学习之后会形成各种类型的相异构想。接着通过控制变量(教材的编排和教师的讲授)的方法,设计四种不同的教学方式进行教学实践,得出不同的教材文本和教师讲授方式引发学生形成的相异构想的类型,验证了教材的编排和教师的讲授确实是影响学生形成电解质概念相异构想的因素,而且教师的讲授影响最大。本课题研究着重解决的问题是：(1)高一学生在“电解质”概念学习之前对“导电”相关知识的已有知识经验有哪些?在“电解质”概念学习之后又会形成哪些类型的相异构想。(2)已有研究得出的影响中学生形成电解质相异构想的三个因素“学生已有的知识经验、教材的编排顺序、教师的讲授”,分别影响学生形成哪些类型的相异构想?哪个影响因素占主导地位,哪种教材的编排顺序和教师的教授方式最适合学生的学习?为了解决上述两个问题,本研究设计了以下四个部分的内容：第一部分：“电解质”相关知识的思维导图。第二部分：利用二段式测量工具编制调查问卷,测查高一学生“导电”已有知识,探查高二学生对于“电解质”概念相异构想。第三部分：通过分别控制“教材的呈现方式、教师的讲授”这两个因素,以探查出影响中学生形成“电解质”相异构想的因素分别是会导致学生形成哪些类型的相异构想,哪个影响因素占主导。第四部分：对上述所有的数据进行分析,总结出本课题研究的结论。
[Abstract]:On the basis of summarizing the relevant research at home and abroad, this paper puts forward the significance of the research on the concept of "electrolyte" for students and the teaching situation of teachers. The two-stage test was used to explore the students' experience before learning the concept of "electrolyte" and the different ideas formed in their minds after learning the concept of "electrolyte", and the collected data were statistically analyzed. The results show that prior to the study of electrolytes, students do have relevant knowledge of experience, and some of the empirical knowledge is defective, students will form different types of different ideas after learning electrolytes. Then, through the method of controlling variables (the arrangement of teaching materials and the teaching of teachers), four different teaching methods are designed to carry out teaching practice, and the types of different ideas formed by students caused by different text of teaching materials and teaching methods of teachers are obtained. It is verified that the arrangement of teaching materials and the teaching of teachers are the factors that influence students to form different conception of electrolyte, and the teaching of teachers has the greatest influence. This research focuses on the following questions: (1) what are the existing knowledge and experience of "conductivity" among senior one students before the "electrolyte" concept study? What types of different ideas will be formed after the concept of "electrolyte" has been studied? (2) the three factors that have been studied to influence the formation of electrolyte dissimilar ideas among middle school students are "students' existing knowledge and experience, the arrangement of teaching materials," What types of different ideas does the teacher's teaching ", respectively, affect the formation of students?" Which factors play the leading role, which kind of textbooks are arranged in order and how teachers teach is the most suitable for students to learn? In order to solve the above two problems, the following four parts are designed: the first part: the "electrolyte" related knowledge of the thinking map. The second part is to make a questionnaire by using a two-stage measuring tool to test the knowledge of "conductivity" in Senior one students, and to explore the different conception of "electrolyte" in Senior two students. The third part: by controlling the "presentation of teaching materials and teaching by teachers", the author tries to find out which types of different ideas will be formed by the factors that affect the formation of "electrolytes" in middle school students. Which factors dominate. The fourth part: the above-mentioned data analysis, summed up the conclusions of this research.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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