初中学生化学符号学习差异性研究

发布时间：2018-05-16 17:46

本文选题：初中生 + 化学符号　；参考：《四川师范大学》2015年硕士论文

【摘要】：化学符号是用来表示物质组成、结构以及变化过程的特有符号,具有国际通用性。作为化学学科的专用语言,化学符号是学习化学知识的基础,是交流化学技术的工具,也是人们理解化学世界的桥梁。在化学学习的启蒙时期,学习者便伴随着元素符号、化学式以及化学方程式等基本化学符号的学习。启蒙时期的化学符号学习情况对后续的化学学习有着重要影响。因此,学生化学符号的学习困难以及教师的化学符号教学方法,是很有必要从实践和理论方面进行研究的。本研究以初三年级学生为研究对象,化学符号知识为载体,试图探寻不同学习能力学生的化学符号学习情况,并重点回答以下几个问题:(1)在化学学习的启蒙时期,不同学习能力学生对化学符号知识的学习观念及态度如何?学习方法有何差异?(2)不同学习能力学生对化学符号的认识、理解和运用是否存在差异?差异状况如何?造成差异的原因是什么?(3)不同学习能力学生化学符号的学习过程怎样?存在什么样的差异?(4)在实际教学中,针对不同学习能力的学生,教师可采用哪些有效的教学方法来促进他们对化学符号知识的学习?本文采用文献法、问卷调查法、测量法,对不同学习能力学生学习化学符号过程中存在的差异进行了调查和研究。整个论文的研究工作分为四部分。第一部分是问题的提出,研究者首先从义务教育化学课程标准,义务教育九年级化学教科书,以及研究者两年的初中化学教学经验三个方面出发,提出本研究的缘由并阐述研究的意义。接着,采用文献分析法进行理论研究,归纳整理了国内外已有的有关“化学符号”和“化学学习差异”的相关文献并对文献做出相应的分析。第二部分内容是对本研究的综述,包括“研究基础”、“研究对象”和“研究设计思路”。在“研究基础”部分,研究者通过文献分析,整理了不同学者对化学符号的界定和分类,进而构建了本研究中的化学符号体系,接着详细分析了义务教育化学课程标准对“化学符号”这一部分知识所作的目标要求以及义务教育九年级化学上册中“化学符号”的分布情况。“研究对象”部分,研究者首先分析了学生的各方面情况,然后根据学生八年级下学期成绩将学生分为学优生、中等生和学困生,以便进行后续的差异性研究。最后,基于研究基础和研究对象的分析研究,提出了本研究的“研究设计思路”。第三部分是本研究的主体部分,包括两个方面的内容。一个方面是通过问卷调查的方式了解不同学习能力的学生化学符号的学习现状,揭示他们学习化学符号的态度、观念和方法,为后面的研究提供参考和依据。另一个方面是根据初中阶段化学符号的实际教学进度,实时跟踪测评不同学习能力学生化学符号的学习过程。测评主要有两个维度,其一是学生维度,既按学习能力将学生划分为学优生、中等生和学困生;另一个是知识的维度,既将化学符号知识由浅到深划分为符号的认识、符号的理解和符号的运用。对测评数据分析,以图表的方式展示出不同学习能力学生学习化学符号的差异,为后续的结论部分提供依据。最后部分本研究总结与思考,研究者根据第二部分的有关数据结果,归纳整理了本研究的结论和启示,并提出相应的教学建议,最后对本研究的不足进行了分析,为后续的进一步研究提出相应建议。
[Abstract]:Chemical symbols are the unique symbols used to represent the composition, structure and process of the matter, which have international universality. As a special language for chemistry, chemical symbols are the basis for learning chemical knowledge, a tool for exchanging chemical technology, and a bridge to the understanding of the chemical world. In the age of Enlightenment of chemical learning, the learners accompanied them. The study of basic chemical symbols such as element symbols, chemical and chemical equations. The learning of chemical symbols in the Enlightenment period has an important influence on the subsequent chemical learning. Therefore, it is very necessary to study the learning difficulties of the students' chemical symbols and the teaching methods of chemical symbols of the teachers. This study takes junior grade students as the research object and the chemical symbol knowledge as the carrier, trying to explore the chemical symbol learning of students with different learning abilities, and to answer the following questions: (1) what is the learning concept and attitude of students with different learning abilities to chemical symbol knowledge in the age of Enlightenment of chemistry learning? What is the learning method Differences? (2) is there any difference in understanding, understanding and application of chemical symbols by students with different learning abilities? What are the reasons for the difference? (3) what are the learning processes of chemical symbols for different learning abilities? (4) in practical teaching, teachers can pick up the students with different learning abilities What effective teaching methods are used to promote their learning of chemical symbols? This paper investigates and studies the differences in the process of learning chemical symbols for students with different learning abilities. The research work of the whole thesis is divided into four parts. The first part is the proposal and study of the problem. First of all, from the compulsory education chemistry curriculum standard, the nine grade chemistry textbook of compulsory education, and the three two years' junior high school chemistry teaching experience, the reason of this study is put forward and the significance of the research is expounded. Then, the literature analysis method is used to carry out the theoretical research and summarize the existing "chemical symbols" at home and abroad. "" and "chemical learning differences" related literature and make a corresponding analysis of the literature. The second part is a summary of this study, including the "Research Foundation", "research object" and "research design ideas". In the "Research Foundation" part, the researcher collated the definition of chemical symbols by different scholars through the literature analysis. And then the chemical symbol system in this study is constructed, and then the goal of the compulsory education chemistry curriculum standard on the "chemical symbol" and the distribution of "chemical symbol" in the nine grade chemical book of compulsory education are analyzed in detail. And then, according to the grades of the next semester of the students in grade eight, the students are divided into eugenics, middle students and students of learning difficulties in order to carry out the follow-up study. Finally, based on the analysis and research of the research basis and research objects, the "research design ideas" of this study are put forward. The third part is the main part of this study, including two One aspect is to understand the learning status of chemical symbols of students with different learning abilities through a questionnaire survey, and to reveal their attitude, ideas and methods for learning chemical symbols, and to provide reference and basis for the later research. The other is to follow the actual teaching progress of the chemical symbols in the junior middle school. Assessment of the learning process of chemical symbols for students with different learning ability. The assessment is mainly two dimensions, one is the student dimension, which is divided into students, middle students and students with learning difficulties according to their learning ability; the other is the dimension of knowledge, which not only divides the knowledge of chemical symbols from shallow to deep into symbols, but also the understanding of symbols and the use of symbols. The analysis of the evaluation data shows the differences in the learning chemistry symbols of students with different learning abilities, and provides the basis for the follow-up conclusion. The last part of this study summarizes and thinks. According to the data of the second parts, the researchers summed up the conclusions and Enlightenment of the research, and put forward the corresponding teaching suggestions. Finally, the deficiencies of this study are analyzed, and corresponding suggestions for further research are provided.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【参考文献】