高中生有机化学心智模型的研究

发布时间：2018-10-29 22:51

【摘要】：心智模型是个体对所认识的外在事物的一种内在表征,可以用来描述、解释和预测事物,并决定着人们认识外部世界的方式,影响着人们对所受刺激做出的反应。高中有机化学知识独成体系,认知方式具有特点,部分学生在学习中存在困难。本研究试图探查有机化学学习中学生心智模型的发展状况,以期为优化高中有机化学教学提供事实依据。本研究在文献研究的基础上,首先对心智模型的概念进行了界定,讨论了心智模型的相关问题及有机化学学习的要求,并根据《全日制义务教育化学课程标准》、《普通高中化学课程标准(实验)》和教材内容,在专家教师的指导下建构出有机化学相关概念的科学模型,用以衡量高中生心智模型与科学模型之间的吻合度。然后通过解释、联想、建构、应用和访谈相结合的方式,以江苏省扬州市两所学校高二、高三两个年级的24名学生作为被试进行个案研究,初步了解学生有机化学心智模型架构。在此基础上,选择了江苏省扬州市两所四星级高中的258名高二、高三两个年级的学生作为被试进行了问卷调查,以进一步了解高中生心智模型的发展状况。在对证据分析的过程中,笔者借助于绘制的被试的思维地图,从经验的丰富性和认知角度、知识的结构化程度以及心智模型的综合应用水平等角度进行讨论。研究结果表明：(1)高中有机化学阶段,学生初步形成以结构为核心的心智模型,但对复杂物质的结构认知存在困难。(2)对定义性概念缺乏本质理解,抽象程度高的概念易产生认知偏差。在心智模型形成过程中,首次出现或者被反复提及的实例,印象较为深刻。(3)已有的知识需要不断再现,新旧知识建立联系能更好地固化于学生的心智模型中。已有的经验和教材内容,对心智模型的影响较大。(4)学生的记忆策略有待提高,大都用机械记忆的方式接收新信息,对复杂新信息进行内化时,喜欢根据自己的个人经验去推测,用“顾名思义”的方式去理解。(5)学生已基本具备主动建构的意识,及时的总结和复习能促进知识体系的结构化,是建构心智模型的重要途径。同时心智模型中知识的结构化程度,决定着心智模型综合应用的水平。总体来看,心智模型的综合应用水平较低,在学习过程中要加强知识与生活的联系,充实对情境信息的理解,以便能够进行情境与知识的有效匹配;促进知识体系的结构化,以便正确的解决问题。
[Abstract]:Mental model is an internal representation of the external things that individuals know, can be used to describe, explain and predict things, and determine the way people understand the external world, and affect the response of people to the stimulus. The knowledge of organic chemistry in senior high school has its own system, and some students have difficulties in learning. This study attempts to explore the development of middle school students' mental models in organic chemistry learning in order to provide a factual basis for optimizing the teaching of organic chemistry in senior high schools. On the basis of literature research, this study defines the concept of mental model, discusses the related problems of mental model and the requirements of organic chemistry learning, and according to the Standard of Full-time compulsory Education Chemistry Curriculum, Under the guidance of expert teachers, a scientific model of organic chemistry related concepts is constructed, which is used to measure the consistency between the mental model and the scientific model of senior high school students. Then, by means of explanation, association, construction, application and interview, 24 students in Grade two and Grade three of two high schools in Yangzhou City, Jiangsu Province, were selected for a case study. A preliminary understanding of the student organic chemistry mental model structure. On this basis, 258 sophomore and third-year students from two four-star high schools in Yangzhou City, Jiangsu Province were selected as the subjects of a questionnaire survey to further understand the development of the mental model of senior high school students. In the process of evidence analysis, the author discusses from the perspectives of the richness of experience and cognition, the degree of structurization of knowledge and the level of comprehensive application of mental models by means of the thought map drawn by the subjects. The results show that: (1) in the stage of high school organic chemistry, students initially form a structure-centered mental model, but they have difficulty in recognizing the structure of complex substances. (2) there is a lack of essential understanding of definitional concepts. Concepts with a high degree of abstraction tend to produce cognitive biases. In the process of forming the mental model, the examples that appear for the first time or are mentioned repeatedly are quite impressive. (3) the existing knowledge needs to be reproduced constantly, and the relationship between the new and the old knowledge can be better solidified in the mental model of the students. The existing experience and the content of the textbook have a great influence on the mental model. (4) students' memory strategies need to be improved, most of them receive new information by mechanical memory, and internalize the complex new information. He likes to speculate according to his own personal experience and to understand it in the way of "as the name implies". (5) students already have the consciousness of active construction, and timely summing up and reviewing can promote the structure of knowledge system. It is an important way to construct mental model. At the same time, the degree of knowledge structure in mental model determines the level of comprehensive application of mental model. In general, the level of comprehensive application of mental model is low. In the process of learning, we should strengthen the relationship between knowledge and life, enrich the understanding of situational information, so as to effectively match situation and knowledge. Promote the structure of knowledge system in order to solve problems correctly.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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