高中化学学困生认知心理障碍现状调查及对策研究
发布时间：2019-05-19 08:50
【摘要】：随着科技的发展时代的进步,在深入推进素质教育和基础教育改革深化改革的背景下,如何使每一位学生都能得到切实而全面的发展、科学素养的提升、尊重和促进学生的个性发展是每位教师所面临的挑战。纵观我国的教育现状和时代背景,由于种种原因而涌现的学困生与素质教育的理念背道而驰。结合认知心理学,找到学困生的认知心理障碍以及转化对策显得尤为重要。本研究通过分析文献分析阐述提出的背景和研究的意义,结合高中化学知识自身特点,通过问卷法调查基于认知心理学理论知识和研究范围分析学困生的认知心理障碍,通过激发学生的学习兴趣、诊断学习准备状态、培养元认知能力和改善学生的认知结构等几方面入手进行转化。全文包括几个部分：第一部分是绪论部分。主要说明研究的缘起,介绍了研究的对象与方法。第二部分是研究理论基础。先介绍了认知心理学的兴起和国内外研究进展,说明认知心理障碍中加工障碍、准备障碍、注意障碍、认知障碍的具体含义,结合国内外研究界定了关于学习困难生的概念,最后阐述了高中生的认知心理特点。第三部分是实验调查分析。本文对湖北省武汉市某重点高中高二年级学生的认知心理障碍进行问卷调查及数据分析。先对调查问卷的设计和调查方法进行说明,然后重点对调查结果中学困生在加工障碍、准备障碍、注意障碍和认知障碍等方面作了较详尽的研究与分析。得到如下结论：高中生认知心理障碍存在较为普遍,其中化学学困生认知心理表现形式中以注意障碍最为显著,准备障碍次之,其次是加工障碍,最后是认知障碍。第四部分是消除高中化学学困生认知心理障碍对策。根据实际调查结果、结合相关理论知识和化学学科特点,提出对策：(1)激发学生学习兴趣,增强学习的动机。具体措施有：①尊重和满足学生发展需要,②创造生动的学习情景,③发挥“三重”表征功能。(2)学习准备状态诊断,了解学生学习基础。具体办法为：①重视学生学习能力起点,②营造良好的学习环境,③关注化学学科学习经验。(3)培养元认知的能力,促进学生自主学习。具体方法是：①养成自我计划习惯,②建立元认知环境,③重视元认知训练(4)优化学生的认知结构,帮助学生学会学习。可以通过概念学习策略和规则学习训练达到。最后对高中化学学困生认知心理障碍的现状调查结果分析总结,对所提出的对策加以分析同时认真反思本研究的不足之处。
[Abstract]:With the development of science and technology, under the background of deepening the reform of quality education and basic education, how to make every student get practical and comprehensive development and the improvement of scientific literacy. It is a challenge for every teacher to respect and promote the personality development of students. Throughout the present situation and background of education in our country, the concept of quality education runs counter to the concept of quality education, which emerges from the emergence of students with learning difficulties for various reasons. Combined with cognitive psychology, it is particularly important to find out the cognitive psychological barriers and transformation countermeasures of students with learning difficulties. Through the analysis of literature analysis and the significance of the research, combined with the characteristics of chemical knowledge in senior high school, this study analyzes the cognitive psychological barriers of students with learning difficulties based on the theoretical knowledge and scope of cognitive psychology by questionnaire. The transformation is carried out by arousing students' interest in learning, diagnosing learning preparation, cultivating metacognition ability and improving students' cognitive structure. The full text includes several parts: the first part is the introduction part. This paper mainly explains the origin of the study, and introduces the object and method of the study. The second part is the theoretical basis of the study. This paper first introduces the rise of cognitive psychology and the research progress at home and abroad, explains the specific meaning of processing disorder, preparation disorder, attention disorder and cognitive impairment in cognitive psychological impairment, and defines the concept of students with learning difficulties in combination with domestic and foreign research. Finally, the cognitive psychological characteristics of senior high school students are expounded. The third part is the experimental investigation and analysis. This paper makes a questionnaire survey and data analysis on the cognitive psychological impairment of sophomores in a key senior high school in Wuhan, Hubei Province. This paper first explains the design of the questionnaire and the survey methods, and then focuses on the detailed research and analysis of the processing obstacles, preparation disorders, attention impairment and cognitive impairment of the middle school students with poor results. The conclusions are as follows: the cognitive psychological impairment of senior high school students is more common, among which attention disorder is the most significant, preparation disorder is the second, processing disorder is the second, and finally cognitive impairment is the cognitive impairment of students with chemical learning difficulties. The fourth part is to eliminate the cognitive psychological barriers of senior high school students with chemical learning difficulties. According to the actual survey results, combined with the relevant theoretical knowledge and the characteristics of chemistry, this paper puts forward some countermeasures: (1) stimulate students' interest in learning and enhance their motivation. The specific measures are as follows: (1) to respect and meet the needs of students' development, (2) to create vivid learning scenarios, and (3) to give full play to the function of "triple" representation. (2) diagnosis of learning preparation and understanding of students' learning basis. The specific methods are as follows: (1) attach importance to the starting point of students' learning ability, (2) create a good learning environment, (3) pay attention to the learning experience of chemistry subjects. (3) cultivate the ability of metacognition and promote students' autonomous learning. The specific methods are as follows: (1) to form the habit of self-planning, (2) to establish the metacognition environment, and (3) to attach importance to metacognition training (4) to optimize the students' cognitive structure and help them learn to learn. Can be achieved through conceptual learning strategies and rules learning and training. Finally, this paper analyzes and summarizes the present situation of cognitive psychological impairment of senior high school students with chemical learning difficulties, analyzes the countermeasures put forward, and seriously reflects on the shortcomings of this study.
【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
本文编号：2480583
[Abstract]:With the development of science and technology, under the background of deepening the reform of quality education and basic education, how to make every student get practical and comprehensive development and the improvement of scientific literacy. It is a challenge for every teacher to respect and promote the personality development of students. Throughout the present situation and background of education in our country, the concept of quality education runs counter to the concept of quality education, which emerges from the emergence of students with learning difficulties for various reasons. Combined with cognitive psychology, it is particularly important to find out the cognitive psychological barriers and transformation countermeasures of students with learning difficulties. Through the analysis of literature analysis and the significance of the research, combined with the characteristics of chemical knowledge in senior high school, this study analyzes the cognitive psychological barriers of students with learning difficulties based on the theoretical knowledge and scope of cognitive psychology by questionnaire. The transformation is carried out by arousing students' interest in learning, diagnosing learning preparation, cultivating metacognition ability and improving students' cognitive structure. The full text includes several parts: the first part is the introduction part. This paper mainly explains the origin of the study, and introduces the object and method of the study. The second part is the theoretical basis of the study. This paper first introduces the rise of cognitive psychology and the research progress at home and abroad, explains the specific meaning of processing disorder, preparation disorder, attention disorder and cognitive impairment in cognitive psychological impairment, and defines the concept of students with learning difficulties in combination with domestic and foreign research. Finally, the cognitive psychological characteristics of senior high school students are expounded. The third part is the experimental investigation and analysis. This paper makes a questionnaire survey and data analysis on the cognitive psychological impairment of sophomores in a key senior high school in Wuhan, Hubei Province. This paper first explains the design of the questionnaire and the survey methods, and then focuses on the detailed research and analysis of the processing obstacles, preparation disorders, attention impairment and cognitive impairment of the middle school students with poor results. The conclusions are as follows: the cognitive psychological impairment of senior high school students is more common, among which attention disorder is the most significant, preparation disorder is the second, processing disorder is the second, and finally cognitive impairment is the cognitive impairment of students with chemical learning difficulties. The fourth part is to eliminate the cognitive psychological barriers of senior high school students with chemical learning difficulties. According to the actual survey results, combined with the relevant theoretical knowledge and the characteristics of chemistry, this paper puts forward some countermeasures: (1) stimulate students' interest in learning and enhance their motivation. The specific measures are as follows: (1) to respect and meet the needs of students' development, (2) to create vivid learning scenarios, and (3) to give full play to the function of "triple" representation. (2) diagnosis of learning preparation and understanding of students' learning basis. The specific methods are as follows: (1) attach importance to the starting point of students' learning ability, (2) create a good learning environment, (3) pay attention to the learning experience of chemistry subjects. (3) cultivate the ability of metacognition and promote students' autonomous learning. The specific methods are as follows: (1) to form the habit of self-planning, (2) to establish the metacognition environment, and (3) to attach importance to metacognition training (4) to optimize the students' cognitive structure and help them learn to learn. Can be achieved through conceptual learning strategies and rules learning and training. Finally, this paper analyzes and summarizes the present situation of cognitive psychological impairment of senior high school students with chemical learning difficulties, analyzes the countermeasures put forward, and seriously reflects on the shortcomings of this study.
【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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