基于认知负荷理论的高中化学有效教学研究

发布时间：2018-02-02 06:51

本文关键词： 认知负荷理论影响因素教学策略教学设计　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本文依托认知负荷理论为基础,采用认知负荷调查问卷、三种类型知识试题的访谈性分析研究作为载体,对高中化学中影响化学学习的认知负荷因素进行了初步性探讨,并尝试对三种类型的化学知识构建教学策略。根据这种构想,本论文的具体章节安排如下:第一章绪论。首先阐明本文研究的缘由和研究意义,然后对大量国内外相关文献进行综述得出本文的研究方向。第二章认知负荷理论概述。简要的梳理的认知负荷的三元理论,阐明了认知负荷的分类、特点、理论基础,结合化学具体的实例分析了的三种负荷。最后对认知负荷测量的基本原理从评价的维度做出了介绍,还针对目前认知负荷研究中常用的测量量表做了说明,为本研究的问卷设计提供参考。第三章研究方案。研究过程部分对本文的研究内容和载体、问卷的编制原则、问卷编制方法和构想、问卷的信度和效度上做了详细的介绍,同时对本文的研究思路也作出了阐明。第四章认知负荷的影响因素研究。本部分是本文的实证研究部分,首先根据调查问卷得出了数据,从学校因素、性别因素和班级因素对学生平时学习化学中三类负荷做了差异性分析,同时结合高中化学的具体内容对差异性的结果做了合理性的解释。第五章高中化学三种类型知识教学策略的研究。这一部分首先简要罗列的三中类型的具体知识的分布情况,分析了高中化学中理论性知识、事实性知识和技能性知识的特点,对教学策略和教学设计的概念进行的阐述,代表性的选取三种类型知识,在基于学生作业的完成情况和访谈分析的基础上构建了教学策略并设计教学设计。第六章研究结论与反思。这一部分总结了本文在问卷调查和三种类型知识的访谈调查的研究结果,最后对本文的研究不足之处做了补充。
[Abstract]:Based on the theory of cognitive load, this paper adopts the questionnaire of cognitive load and the interview analysis of three types of knowledge test questions as the carrier. This paper probes into the factors of cognitive load that affect chemistry learning in senior high school chemistry, and tries to construct teaching strategies for three types of chemistry knowledge. The specific chapters of this paper are arranged as follows: the first chapter is introduction. First of all, the reasons and significance of this study are expounded. Then a large number of relevant literature at home and abroad were summarized to obtain the research direction of this paper. Chapter II Overview of cognitive load theory. Briefly combed the ternary theory of cognitive load to clarify the classification and characteristics of cognitive load. At last, the basic principle of cognitive load measurement is introduced from the dimension of evaluation. At the same time, the measurement scale commonly used in the research of cognitive load is explained, which provides a reference for the questionnaire design of this study. The third chapter is the research program. The research process part of the research content and carrier of this paper. The principles, methods and ideas of questionnaire preparation, the reliability and validity of the questionnaire are introduced in detail. At the same time, the research ideas are also clarified. 4th chapter of cognitive load factors. This part is the empirical part of this paper, first of all, according to the questionnaire data, from the school factors. Gender factors and class factors were used to analyze the difference of the three kinds of load in students' normal learning chemistry. At the same time, combining with the specific content of senior high school chemistry, the author makes a reasonable explanation of the result of difference. 5th chapter studies on teaching strategies of three types of knowledge of high school chemistry. This part first briefly lists the three types of specific knowledge of high school chemistry. The distribution of. This paper analyzes the characteristics of theoretical knowledge, factual knowledge and skill knowledge in senior high school chemistry, expounds the concepts of teaching strategy and instructional design, and selects three types of representative knowledge. Based on the completion of students' homework and the analysis of interviews, this paper constructs the teaching strategy and designs the teaching design. Chapter 6th: conclusion and reflection. This part summarizes the questionnaire survey and the interview of three types of knowledge. On the results of investigation. Finally, the deficiencies of this study are supplemented.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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