学生与教师化学问题解决认知过程的差异研究

发布时间：2018-01-06 11:39

本文关键词：学生与教师化学问题解决认知过程的差异研究　出处：《哈尔滨师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：问题解决是人类日常生活所必需的行为活动,是人与人、自然交流的基本方式。学生的学科学习也属于问题解决的过程,化学作为科学研究的基本学科,对学生化学问题解决能力有更高的要求。教育界一直将“如何提高问题解决能力”作为教育目标,最终目的是培养学生解决实际问题的能力。本文以提高学生实践能力与为教师提供相应教学策略为基本目标,对高中学生化学问题解决展开研究,同时为当代教育心理学提供实证材料,辅助相关研究的进行。本研究从学生化学问题解决现状为出发点,通过对高中一线化学教师的访谈与对学生化学问题解决过程的观察,总结出学生化学问题解决存在的三方面问题:(1)“数据控”,即根据题目中已有数据思考解题方法,为利用所有数据解决问题而困惑。(2)“速度慢”,即不能够抓住问题的本质,解决问题没有规划性,随意实施步骤浪费时间。(3)“无方法”,即面对综合类型题目,没有思路,头脑中没有各知识点间的连接处。近代,有关问题解决的认知心理学研究称为热点问题,因其可以从人的认知规律与心理发展的角度解释问题解决行为的内在原因,使我们更加清楚的了解到问题解决者问题解决过程的认知过程。根据以上学生化学问题解决中存在的问题,笔者查阅相关认知心理学资料,从理论角度对问题的属性进行归类,高中化学问题解决属于专业问题解决领域,并查证相关的研究方法与案例。确定“高中化学问题”与“高中化学问题解决”两个核心概念的内涵,从化学问题的组成与解决角度分析化学问题解决的特征,并根据化学问题解决的特征及化学的学科特点提出化学问题解决的模式。根据研究对象的类别选择专家—新手研究方法,作出相关综述。根据学生化学问题解决中出现的实际问题与相关认知心理学的实证结论,本研究首先从理论角度对三个实际存在问题进行原因剖析,其原因是学生与教师化学问题解决的认知过程存在三方面的差异:(1)对问题知觉的刺激与知觉加工的差异;(2)信息整理与资源分配的差异;(3)头脑中知识组织方式的差异。各项差异的分析均以化学问题解决的实际例子加以解释。为验证学生与教师化学问题解决认知过程中是否存在以上差异,本研究采用问卷调查与回访的方法对10位高中化学教师与32名高一学生进行化学问题解决过程的调查,为充分验证理论分析结果的可靠性,调查问卷包括三个题目,分别针对学生与教师化学问题解决认知过程的三项差异设计。本文通过对问卷的仔细分析,学生与教师化学问题解决确实存在理论分析中的三项差异。本文最后结合对问卷调查结果的总结与理论分析的结果,查阅大量有关教学方法的文献,针对学生与教师化学问题解决的差异,提出适切性较强教学方法:(1)重视学生不良的思维定势,培养抓问题本质的能力;(2)重视学生信息整理的弱势,完善分析规范的训练策略;(3)重视学生知识结构的生成,优化教学方法。本文将每条建议逐一细致化,望能够更合理的辅助教师教学的实施。
[Abstract]:To solve the problem is essential to human daily life activities, is people, basic natural way of communication. Students' learning is a process of problem solving, chemistry as basic disciplines of scientific research, the students' ability to solve chemical problems have higher requirements. The education field has been the problem of how to improve the solution "as the goal of education, the ultimate aim is to cultivate students' ability to solve practical problems. In order to improve the practical ability of students and teachers to provide the corresponding teaching strategies as the basic goal of high school students to solve the problems of chemical research, provide empirical material for contemporary educational psychology, aided by related research. This research is from the student of chemistry problem to solve the current situation as a starting point, through to the high school chemistry teachers of the interview and the observation of students to solve chemical problems, summed up the problems of Biochemistry To solve the three problems: (1) "data control", according to the existing data in the thinking of solving method for the use of all data to solve problems and confusion. (2) "slow", which is not able to grasp the essence of the problem, not solve the problem of planning, implementation steps at a waste of time. (3 "no) method", in the face of comprehensive type of subject, no thinking, no connection between the knowledge points in the minds of modern cognitive psychology, research on the problem solving is called hot issues, because it can be explained from the cognitive and psychological development law of the people's point of internal causes of problem solving behavior, make us more a clearer understanding of problem solvers and problem solving process of the cognitive process. According to the existing chemical problem solving above problems in students, the author consults the related cognitive psychology data, classifies the attribute of the problem from a theoretical point of view, high In the chemical problem solving problem belongs to the professional field, and verification and case study method. To determine the connotation of "high school chemistry" and "chemistry problem solving" two core concepts, analysis of the characteristics of chemical problem solving and solving chemical problems from angle, and put forward the problem solving mode according to the characteristics of the subject the chemical characteristics and chemical problem solving. The selection of expert novice research methods according to the research object category, make the relevant review. According to the empirical results and practical problems related to cognitive psychology to solve chemical problems in students, this study starts from the theoretical point of view of three actual causes problems for the analysis, the reason is that there are differences three aspects of the cognitive process of students and teachers to solve chemical problems: (1) the problem of perceptual stimulus and perceptual processing differences; (2) information integration And the difference of resource allocation; (3) differences in the way of knowledge organization in the mind. A practical example analysis of the differences were resolved by chemical problems explained. In order to verify the students and teachers of chemistry problem solving the existence of the above differences in cognitive processes, this study used questionnaire method to check and return to the 10 high school chemistry 32 Teachers and students of chemistry problem solving process of investigation, in order to fully verify the reliability of the results of theoretical analysis, the questionnaire includes three questions, solve three differences in the design of cognitive process for students and teachers respectively. Chemical problems through careful analysis of the questionnaire, students and teachers to solve chemical problems do exist three a difference in theoretical analysis. Finally this paper analyzes and sums up the theory and the results of a questionnaire survey of the results of literature review about teaching methods for students. With the teacher differences in solving chemical problems, propose appropriate strong teaching methods: (1) pay attention to students' poor thinking, cultivate grasping ability and the nature of the problem; (2) pay attention to the disadvantaged students collect information, improve the analysis of training strategies and rules; (3) pay attention to students' knowledge structure, optimize the teaching method in this paper. One by one each detailed suggestions, hope to assist teachers in teaching more reasonable implementation.

【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【共引文献】