基于三重表征的化学思维训练对农村初中生学习自主性影响的研究

发布时间：2018-06-24 23:10

本文选题：学习自主性 + 思维训练　；参考：《湖南师范大学》2015年硕士论文

【摘要】：学习自主性是指个体自觉确定学习目标、制定学习计划、选择学习方法、监控学习过程、评价学习结果的过程或能力。这既是素质教育的目的之一,也是发展学生创造能力和终身学习能力的必要条件。三重表征是化学独特的思维方式之一,在初中化学教学过程中对学生实施三重表征思维教学训练,以期达到使学生掌握化学学习策略,最终实现提高化学学习自主性的目的。本研究在对农村中学生的背景进行调查的基础上,采用实验组和对照组前后测的实验设计。被试为湖南省安化县两个农村中学初三年级学生共220人,对实验组运用基于三重表征法和问题解决策略训练设计的教案进行教学,总计30个课时,同时对其课后的作业进行辅导。实验前后对学生进行单元测试、期末测试和学习自主性测量后,使用SPSS11.5进行数据统计分析。研究结果表明:1、化学学科中基于三重表征法和问题解决策略训练的教学能有效提高自主性因素中的认知策略的使用。2、留守儿童与非留守儿童在自主性水平上不存在差异,基于三重表征的化学思维训练对其产生的影响不显著。3、农村中学初三学生在自主性水平上存在性别差异,但基于三重表征的化学思维训练对其影响不显著。因此,在初中这个化学启蒙阶段,通过学生学科思维的训练能提高其化学问题解决能力,有效促进学生的化学自主学习水平和化学成绩的提高。
[Abstract]:Learning autonomy refers to the process or ability for individuals to consciously determine learning goals, formulate learning plans, choose learning methods, monitor learning processes, and evaluate learning outcomes. This is not only one of the aims of quality education, but also a necessary condition to develop students' creative ability and lifelong learning ability. Triple representation is one of the unique ways of thinking in chemistry. In the course of chemistry teaching in junior high school students are trained in triple representation thinking in order to make students master chemistry learning strategies and finally achieve the goal of improving the autonomy of chemistry learning. Based on the investigation of the background of rural middle school students, the experimental design of experimental group and control group was adopted. The subjects were 220 junior high school students from two rural middle schools in Anhua County, Hunan Province. The experimental group was taught the teaching plan based on triple representation method and problem solving strategy training design, with a total of 30 class hours. At the same time to their homework after class guidance. After unit test, final test and learning autonomy measurement, SPSS 11.5 was used for statistical analysis. The results show that the teaching based on triple representation and problem-solving strategy training in chemistry can effectively improve the use of cognitive strategies in autonomous factors. There is no difference between left-behind children and non-left-behind children in autonomy level. The effect of chemical thinking training based on triple representation is not significant. 3. There are gender differences in autonomy level of junior high school students in rural middle school, but chemical thinking training based on triple representation has no significant effect on it. Therefore, in the stage of chemistry enlightenment in junior middle school, students' ability to solve chemical problems can be improved through the training of students' subject thinking, and the students' chemistry autonomous learning level and chemistry achievement can be improved effectively.
【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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