新课程高考化学卷中有机化学试题的内容分析

发布时间：2018-03-24 15:01

本文选题：高考试卷　切入点：有机化学试题　出处：《新疆师范大学》2015年硕士论文

【摘要】：有机化学知识是中学化学学科知识的重要组成部分。由于它在培养学生思维能力、自学能力、问题解决能力等方面发挥着不可代替的作用,成为中学化学测试的重要内容。在基础教育课程改革及高考改革背景下,本研究以《普通高中化学课程标准(实验)》和《普通高等学校招生全国统一考试大纲(课程标准实验版)》为依据,选取2007-2014年全国高考化学试卷中“有机化学知识”试题为样本并对其进行量化分析。本研究的具体内容如下:第一部分:查阅和梳理了有关高考化学试卷的研究成果,阐述了对高考化学试卷中“有机化学知识”研究的理论基础,确立了分析高考化学卷中有机化学知识内容的四个维度(即呈现方式设计,内容情境构建,学科知识考查,学科思想方法渗透)。第二部分:首先,采用统计比较法分析样本发现有机化学试题的知识内容兼备基础性和综合性,呈现方式多样且稳中有变。其次,基于PISA情境分类分析样本发现总体样本中含有试题情境的有机化学试题占有机化学知识内容总题量约为37%,试题情境的数量呈增加的趋势,但试题情境来源有局限;低、中、高认知层次情境的考查在整体样本中的比例约为5:6:9,高认知层次的试题情境呈递增趋势。再者,采用内容分析法分析样本发现有机化学试题知识的考查以主干知识为主,知识点覆盖较全面;对知识点的考查较多地分布在理解和分析水平、部分处在认识水平,注重对学生观察能力、思维能力、实验能力及问题解决能力的考查。最后,化学学科思想方法在试题中渗透兼备丰富性和内隐性的特点。第三部分:结合上述对有机化学试题的特点分析结果,对命题者提出如下建议:重视多从身边挖掘素材,创设新颖多样的情境;显化学科思想方法的渗透,凸显“以能力立意”命制理念。为促进学生学科能力的形成与发展,建议一线教师多采用如下教学策略:引导学生拆解试题呈现方式,提高学生信息处理能力;帮助学生多角度认识化学反应,建立知识网络模型;注重梳理学科思想方法,协同促进学生掌握知识与发展能力。
[Abstract]:Organic chemistry knowledge is an important part of chemistry knowledge in middle school. It plays an irreplaceable role in cultivating students' thinking ability, self-study ability, problem-solving ability and so on. Under the background of basic education curriculum reform and college entrance examination reform, This study is based on the General Senior High School Chemistry Curriculum Standard (experiment) and the National Unified examination syllabus for admission of College students (Curriculum Standard Experimental Edition). The organic chemistry knowledge of the national college entrance examination paper from 2007 to 2014 is selected as the sample and the quantitative analysis is carried out. The specific contents of this study are as follows: part one: checking and combing the research results of the chemical examination paper of the college entrance examination. This paper expounds the theoretical basis of the study of "organic chemistry knowledge" in the college entrance examination paper, and establishes the four dimensions of analyzing the content of organic chemistry knowledge in the college entrance examination chemistry paper (that is, the design of presentation mode, the construction of content situation, and the examination of subject knowledge. The second part: first, using the statistical comparison method to analyze the samples of organic chemistry test, we find that the knowledge content of the organic chemistry test is both basic and comprehensive, and it presents various ways and changes in stability. Based on the PISA situational classification analysis, it was found that the total number of organic chemistry questions containing the test question situation in the total sample was about 37%, and the number of the test question situation showed an increasing trend, but the source of the test question situation was limited, low, middle, low, low, low, low, low, low, low, low, low, low, low, and low. The proportion of high cognitive situation in the whole sample was about 5: 6: 9, and the situation of high cognitive level showed an increasing trend. Furthermore, the content analysis method was used to analyze the samples and found that the main knowledge was the main body of knowledge in organic chemistry test questions. Knowledge points cover more comprehensively; the examination of knowledge points is more distributed in the level of understanding and analysis, part in the level of understanding, pay attention to the students' observation ability, thinking ability, experimental ability and problem-solving ability. The ideological methods of chemistry subject permeate both richness and recessive characteristics in the examination questions. Part three: combined with the above analysis of the characteristics of the organic chemistry test, the following suggestions are put forward to the propositions: pay more attention to excavating materials from the side, In order to promote the formation and development of students' subject ability, it is necessary to create novel and diverse situations, to show the infiltration of the ideological methods of chemistry, to highlight the idea of "thinking with ability", and to promote the formation and development of students' academic ability. It is suggested that teachers should adopt the following teaching strategies: to guide students to solve test questions, to improve students' ability of information processing; to help students to understand chemical reactions from different angles, to establish knowledge network models; to pay attention to combing the thought methods of subjects. Cooperate to promote students to master knowledge and develop ability.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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