基于布卢姆认知目标新分类学的高中化学教材习题研究

发布时间：2018-08-21 13:22

【摘要】：新课程改革至今,我国学者对化学教材习题做了大量的研究,包括关于教材习题内容呈现特点、编制和习题教学的研究。此外,许多研究者从不同的角度对化学习题提出了改革的建议和意见。然而,国内对化学教材习题的研究仍很薄弱,发现当前关于教材习题的研究多侧重于习题的广度(数量、类型、素材)以及难度,而很少有人从学生的认知心理角度对习题进行心理学层面上的探索。基于此,本论文以人教版化学必修教材模块习题和课程标准为研究对象,运用布卢姆认知目标新分类学的二维框架为工具,考察两者在知识和认知过程两个维度上的分布情况和一致性。研究表明:第一,在知识维度上,化学必修教材习题和课程标准都以“概念性知识”为主,各类型知识所占比例相当,两者之间有很好的一致性;第二,在认知过程维度上化学必修教材习题和课程标准虽然都以“理解”类型为主,“评价”类型涉及最少。但在“分析”层次上,课程标准中所涉及的比例远远的少于化学1,化学2教材习题中的比重。两者所考察的侧重点不同,一致性不好。据此结果,笔者发现运用布卢姆认知目标新分类还有助于习题教学和习题编制,希望给一线教师在习题教学中提供理论基础,为化学必修教材习题的修订提供借鉴和启示。
[Abstract]:Since the new curriculum reform, Chinese scholars have done a lot of research on chemistry textbook exercises, including the study on the characteristics, compilation and exercise teaching of textbook exercises. In addition, many researchers put forward suggestions and suggestions on chemistry exercises from different angles. However, the research on chemistry textbook exercises is still very weak in our country. It is found that the current research on textbook exercises focuses on the breadth (quantity, type, material) and difficulty of the exercises. But few people from the student's cognitive psychology angle carries on the psychological aspect exploration to the exercise. Based on this, this paper takes the module exercises and curriculum standards of the required chemistry textbook as the object of study, and uses the two-dimensional framework of Bloom's new taxonomy of cognitive goals as a tool. To investigate the distribution and consistency of the two dimensions of knowledge and cognitive process. The results show that: first, in the knowledge dimension, the chemistry compulsory textbook exercises and curriculum standards are mainly "conceptual knowledge", the proportion of each type of knowledge is equal, there is good consistency between the two; second, In the dimension of cognitive process, chemistry compulsory textbook exercises and curriculum standards are mainly "understanding" type, "evaluation" type is the least involved. But at the level of "analysis", the proportion involved in the curriculum standard is far less than that in chemistry 1, chemistry 2 textbook exercises. The focus of the investigation between the two is different, and the consistency is not good. Based on the results, the author finds that the new classification of Bloom's cognitive goals is also helpful to exercise teaching and exercise compilation, hoping to provide theoretical basis for first-line teachers in exercise teaching, and provide reference and inspiration for the revision of chemistry compulsory textbook exercises.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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