电化学问题解决中思维障碍的测查及对策研究

发布时间：2018-05-14 06:46

本文选题：电化学 + 问题解决　；参考：《华中师范大学》2015年硕士论文

【摘要】：在高中化学学习中,电化学属于基本概念和基本理论,具体为化学反应与能量部分的内容。高中化学中电化学所占比重较大,高考中电化学的考查重视理论与实际的联系,电化学内容被学生认为难度较大。解决电化学问题不仅要有坚实的基础知识更要灵活变通,在具体问题解决中一定存在着思维过程,如果思维障碍存在于解题过程中,定会影响题目解决的过程和结果。在认知学习理论和建构主义学习理论指导下,通过试卷测查和口语报告,采用测试和口语报告及访谈等实证研究方法,测查高中生在解决电化学问题过程中存在的思维障碍,根据一线教学的经历与经验分析存在这些思维障碍的原因,考虑教学可行性与实践性提出消除思维障碍的教学对策。根据信息加工理论,考虑化学问题解决特点,电化学问题解决过程包括：理解表征问题、寻求解答方法、执行解答方案和自我评价结果四个阶段。考虑各阶段学生的思维特征,指出在电化学问题解决中常见的六大思维障碍：信息缺失性思维障碍、主观臆断性思维障碍、机械类比性思维障碍、转化不灵性思维障碍、思绪紊乱性思维障碍、评价反思性思维障碍。经过研究得到如下结论：学生在电化学问题解决中的确存在各种思维障碍,而影响问题解决的结果。思维障碍的存在有普遍性和相似性,无论学优生还是学困生出现信息缺失、转化不灵、思绪紊乱这三种思维障碍的频次最高；在学优生与学困生的比较中发现,出现思维障碍的的频次存在很大差异,可见电化学问题的区分度较大；通过个案研究和教师访谈,学生和教师都认为电化学内容有着理论性强、综合性强和实用性强等特点,教师的教学和学生的学习难度较大。在电化学问题解决中出现这些思维障碍的主要原因有：起点知识欠缺；认知结构不完善；思维变通能力差；知识负迁移干扰；迷思概念影响；元认知能力低下和非智力因素的影响。相应的教学对策：引导学生建立完整的电化学知识体系与结构；引导学生发现电化学问题解决的有效策略；教会学生解决电化学问题的解题思维以及提高学生问题解决的元认识能力。
[Abstract]:In high school chemistry, electrochemistry belongs to the basic concept and theory, which is the content of chemical reaction and energy. In senior chemistry, the proportion of electrochemistry is large, the examination of electrochemistry in college entrance examination attaches importance to the relation between theory and practice, and the content of electrochemistry is considered more difficult by students. To solve electrochemical problems, we should not only have a solid basic knowledge, but also be flexible. There must be a thinking process in the concrete problem solving. If the thinking obstacle exists in the process of solving the problem, it will affect the process and result of the problem solving. Under the guidance of cognitive learning theory and constructivist learning theory, through examination paper test and oral report, using test and oral report and interview and other empirical research methods, this paper examines the thinking obstacles existing in solving electrochemical problems in senior high school students. According to the experience and experience of the first-line teaching, this paper analyzes the reasons for the existence of these thinking obstacles, and puts forward the teaching countermeasures to eliminate the thinking obstacles considering the feasibility and practice of teaching. According to the information processing theory and considering the characteristics of chemical problem solving, the electrochemical problem solving process consists of four stages: understanding the representation problem, seeking solution method, executing solution scheme and self-evaluation result. Considering the thinking characteristics of students in different stages, this paper points out six common thinking obstacles in electrochemical problem-solving: lack of information, subjective thinking, mechanical analogy, conversion of non-spiritual thinking. The thought disorder thought obstacle, the appraisal reflexive thought barrier. The conclusions are as follows: students do have various thinking obstacles in electrochemical problem-solving, which affect the results of problem-solving. The existence of thinking disorder is universal and similar, whether the students with learning or learning difficulties have the highest frequency of the three kinds of thinking obstacles, that is, the lack of information, the transformation is not effective, the thought disorder is the most frequent, and it is found in the comparison between the excellent students and the students with learning difficulties. There are great differences in the frequency of thinking disorders, it can be seen that electrochemical problems are more differentiated; through case studies and teacher interviews, students and teachers both think that electrochemical content has the characteristics of strong theory, strong comprehensiveness and strong practicability. It is difficult for teachers to teach and students to learn. The main reasons for these thinking obstacles in electrochemical problem solving are: lack of starting knowledge; imperfect cognitive structure; poor ability of thinking flexibility; interference of negative transfer of knowledge; influence of myth concept; The influence of low metacognitive ability and non-intelligence factors. The corresponding teaching countermeasures are as follows: to guide students to establish a complete electrochemical knowledge system and structure, to guide students to find effective strategies for solving electrochemical problems; It teaches students how to solve electrochemical problems and how to improve their metacognitive ability.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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