大学化学实验教学中非智力因素的培养

发布时间：2018-11-22 14:17

【摘要】：近年来,由于高校扩招,导致大学生综合素质有所下降,部分学生文化基础差,且随着就业压力的增大,学生感觉前途渺茫,对学习不感兴趣,有畏学、厌学的情绪。非智力因素能够帮助学生克服不良情绪,调动学生学习的主动性和积极性,激发学生的内驱力。化学是一门科学性、知识性、实验性综合在一起的学科,化学实验能够帮助学生树立积极的人生观,调动学生的积极性,激发学生学习的热情,培养学生解决问题的能力和创新意识,有助于学生解决就业难题,对学生具有深远的意义。通过化学实验,能够开发学生的各种潜能,培养学生良好的非智力因素。同时,良好的非智力因素对学生的心理活动起动力、调节、导向、控制等作用,能保证学生在化学实验中发挥主体作用,有助于化学实验教学的开展。本文在查阅大量文献的基础上,研究了国内外有关非智力因素的现状,以加纳德的多元智能理论、韦纳的成败归因理论、马斯洛的自我实现理论(需要层次理论)、班杜拉的自我效能感理论、孔子的因材施教思想作为理论指导,设计调查问卷,对甘肃省某大学化工学院的2009级和2010级学生抽样调查,分析了目前化工专业学生非智力因素的现状,进而提取出在大学实验教学中对学生影响较大的非智力因素,即：学生无职业生涯规划、师生关系不融洽、自信心不足、学习动机不强、情感与意志脆弱、实验结构不合理等六个因素。为解决这些问题,在对学校相关政策调研的基础上,认真分析化学化工专业的培养方案和课程设置,并通过与一线实验教学教师的交流,结合目前大学实验教学改革的现状,就在化学实验教学中培养学生的非智力因素,提出以下策略： (1)开展各种形式的职业生涯教育,增强学生面对未来的信心,有助于学生提高非智力因素水平； (2)帮助经济困难学生解除后顾之忧,使学生安心而有尊严地学习； (3)创造良好的师生关系和同学关系,为学生提供一个心情舒畅、气氛融洽的心理环境; (4)引导学生树立远大的理想、积极的态度和明确的价值观,激发学生内在学习动机； (5)发挥化学实验课的优势,培养学生兴趣和情感、锤炼学生意志、提高自我效能感； (6)结合专业特点,适当增加综合性、设计性、探究性实验,严格要求,全面培养学生的科学素养。在提出培养策略的基础上,结合实践教学改革的要求,根据化工专业实验特点,选取典型实验进行了探究性、设计性和综合性实验教学设计,在实验教学的各个环节：文献调研、方案设计、物质的制备及表征、配方设计中对学生的非智力因素进行培养。
[Abstract]:In recent years, due to the expansion of enrollment in colleges and universities, the comprehensive quality of college students has declined, and some students' cultural basis is poor. With the increase of employment pressure, students feel that their future is slim, they are not interested in learning, they are afraid of learning, and they are tired of learning. Non-intelligence factors can help students overcome bad emotions, arouse students' initiative and enthusiasm, and stimulate students' internal drive. Chemistry is a scientific, intellectual, experimental integrated subject, chemical experiments can help students to establish a positive outlook on life, arouse the enthusiasm of students, stimulate the enthusiasm of students to learn. Cultivating students' problem-solving ability and innovative consciousness is helpful to solve employment problems and has far-reaching significance to students. Through the chemistry experiment, can develop the student each kind of potential, trains the student good non-intelligence factor. At the same time, good non-intelligence factors play a role in driving, regulating, guiding and controlling students' psychological activities, which can ensure students to play a major role in chemical experiments and contribute to the development of chemical experiment teaching. Based on a large number of references, this paper studies the current situation of non-intelligence factors at home and abroad, taking the theory of multiple intelligences of Ghana, Weiner's attribution theory of success and failure, Maslow's theory of self-realization (need hierarchy theory), Bandura's theory of self-efficacy and Confucius's thought of teaching students according to their aptitude were used as theoretical guidance. Questionnaires were designed to sample the students of Grade 2009 and Grade 2010 of a chemical engineering college in Gansu Province. This paper analyzes the present situation of non-intelligence factors of chemical students, and then extracts the non-intelligence factors which have great influence on students in college experiment teaching, that is, students have no career planning, the relationship between teachers and students is not harmonious, and their self-confidence is insufficient. Learning motivation is not strong, emotion and will are weak, experiment structure is unreasonable and so on. In order to solve these problems, on the basis of the investigation and investigation on the relevant policies of the school, the training plan and curriculum design of chemical and chemical specialty are analyzed carefully, and through the communication with the first-line experimental teaching teachers, the present situation of the university experiment teaching reform is combined. The following strategies are put forward to cultivate students' non-intelligence factors in chemistry experiment teaching: (1) to develop various forms of career education to enhance students' confidence in facing the future and to help students improve their level of non-intelligence factors; (2) helping students with financial difficulties to relieve their worries and make them study with peace of mind and dignity; (3) to create a good relationship between teachers and students, to provide students with a good mood and a harmonious psychological environment; (4) guiding students to set up lofty ideal, positive attitude and clear values, so as to stimulate students' intrinsic learning motivation; (5) give full play to the advantages of chemistry experiment class, cultivate students' interest and emotion, train students' will and improve their sense of self-efficacy; (6) according to the characteristics of the major, we should increase the comprehensive, design, inquiry experiment, strict requirement, and cultivate the students' scientific accomplishment. On the basis of the training strategy and the requirements of the practice teaching reform, according to the characteristics of chemical engineering experiments, the typical experiments were selected to carry out inquiry, design and comprehensive experimental teaching design. In all aspects of experimental teaching, such as literature investigation, scheme design, preparation and characterization of substances, and formula design, students' non-intelligence factors are cultivated.
【学位授予单位】：西北民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.4;O6-4

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