高中化学教学中学生认知参与现状调查及对策研究

发布时间：2018-11-11 21:09

【摘要】：学生全面、积极的参与是保障教学顺利和有效进行的重要前提。而在参与中,行为参与是基础和载体,情感参与是体验,认知参与是核心。认知参与按照学习策略和布卢姆教育目标分类理论可分为浅层次认知参与和深层次认知参与两个等级,包含依赖、记忆、理解、应用、分析综合、评价和创造7个层次。实现高水平的认知参与、促进深层次的思考、掌握科学的学习方法和发展创造力是当前教学的主要目标。有关影响因素的研究显示,教师教学是学生认知参与的重要影响因素之一。因此本论文通过研究化学课堂中教师教学对学生认知参与的影响,提出几点有效建议。研究问题主要包括： (1)阐述高中化学教学过程中学生认知参与的概念(2)解析高中化学课堂中教师教学结构(3)调查化学教学中高中生的认知参与水平(4)探查化学教学过程中教师教学对学生认知参与的影响(5)如何提高学生深层次的认知参与。针对以上这些问题,本研究结合学习策略使用和布卢姆教育目标分类理论对学生认知参与水平进行划分,参考前人对教师教学结构的分析,改编适用于本研究的问卷,以武汉市和上饶市两所中学的300名不同年级的学生为调查对象,使用SPSS20.0为统计分析软件对调查结果进行分析,得出以下结论： (1)学生的整体认知参与表现仍不佳,多停留在理解、应用水平,难以达到元认知和创造的水平。(2)学生认知参与中七个层级之间紧密联系,呈显著性相关；学生认知参与水平与性别、就读学校类型、班级等均显著相关,与年级的相关性不显著(3)教师教学方法、教学技能、教师期望呈显著相关(4)教师教学整体对学生的影响程度非常大,教学技能教师期望教学方法。根据研究结论,本研究提出以下几点建议： (1)加强实验教学,以行为参与带动认知参与；(2)重视提问和反馈,促进思考和元认知；(3)鼓励交流和表达,促进创造能力发展； (4)培养科学学习方法,树立正确学习观念； (5)重视教师语言表达,营造良好课堂氛围。
[Abstract]:Students' full and active participation is an important prerequisite to ensure the smooth and effective teaching. In participation, behavioral participation is the basis and carrier, emotional participation is experience, cognitive participation is the core. Cognitive participation can be divided into two levels according to learning strategies and Bloom's classification theory of educational goals, including dependency, memory, understanding, application, analysis, synthesis, evaluation and creation. The main goal of current teaching is to realize high-level cognitive participation, to promote deep thinking, to master scientific learning methods and to develop creativity. The research on influencing factors shows that teachers' teaching is one of the important influencing factors of students' cognitive participation. Therefore, this paper studies the influence of teachers' teaching on students' cognitive participation in chemistry classroom, and puts forward some effective suggestions. The research questions mainly include: (1) expounding the concept of students' cognitive participation in high school chemistry teaching process (2) analyzing teachers' teaching structure in high school chemistry classroom (3) investigating high school students' cognitive participation water in chemistry teaching. (4) explore the influence of teachers' teaching on students' cognitive participation in chemistry teaching. (5) how to improve students' deep cognitive participation. In view of these problems, this study classifies the level of students' cognitive participation with the use of learning strategies and Bloom's classification theory of educational objectives, and adapts the questionnaire, which is suitable for this study, with reference to the previous analysis of teachers' teaching structure. Taking 300 students of different grades from two middle schools in Wuhan and Shangrao as the subjects, using SPSS20.0 as the statistical analysis software to analyze the survey results, the following conclusions are drawn: (1) the students' overall cognitive participation performance is still poor. It is difficult to reach the level of metacognition and creation in understanding and application. (2) there is a close relationship between the seven levels of students' cognitive participation, and there is a significant correlation between them; The level of students' cognitive participation was significantly correlated with gender, school type and class, but not with grade (3) teachers' teaching methods, teaching skills, etc. Teachers' expectations are significantly correlated (4) the whole teaching of teachers has a great impact on students, teaching skills teachers expect teaching methods. According to the conclusions of the study, the following suggestions are put forward: (1) to strengthen experimental teaching, to promote cognitive participation with behavioral participation, (2) to pay attention to questions and feedback, and to promote thinking and metacognition; (3) to encourage communication and expression to promote the development of creative ability; (4) to cultivate scientific learning methods and establish correct learning concepts; (5) to pay attention to teachers' language expression and create a good classroom atmosphere.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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