高中化学计算类问题解决障碍的诊断及矫正
发布时间：2018-08-20 18:55
【摘要】：当今世界正处在大发展大变革大调整时期。世界多极化、经济全球化深入发展,科技进步日新月异,人才竞争日趋激烈。人们十分清楚地认识到,无论是经济发展、文化建设还是社会进步,归根到底都是人才的竞争。而在应试教育具有悠久历史传统的中国基础教育中,为了考高分而盲目地开展“题海战术”,只关注学生的做题数量而不注重对学生学习能力培养,从而导致学生“一听就懂,一做就错”、“讲了一类题,不会做一道题”等化学问题解决障碍的现状仍屡见不鲜。高中生化学问题解决障碍的诊断和辅导的研究是基于我国基础教育中这一典型问题的分析,本课题将从以下几个方面对此进行理论思辨和实证研究。绪论首先阐述了研究背景,并从理论和实践两方面对本研究的意义展开了详细的论述；接着,为了明确研究的内容和范围,对研究中出现的核心概念进行了明确地界定；在查阅了大量文献和书籍的基础上,根据界定的核心概念以及研究的内容,对国内外研究的现状进行了相对细致、全面的述评；最后,提出了本研究的研究框架,如研究思路、研究方法以及研究的创新之处。第一章是对高中化学计算问题解决相关理论的梳理。本章节是后续开展高中生化学计算类问题解决障碍诊断的理论基础和条件支撑。首先,根据研究内容,从理论上对问题解决障碍诊断的理论依据进行了详细的介绍；接着,介绍了几种经典的问题解决心理机制模型,旨在从心理学的角度对化学计算类问题解决障碍的成因进行深层次的解剖；最后,在此基础上,针对高中生化学学习的特点,提出了“高中生化学计算类问题解决过程的心理机制模型”。第二章是高中化学计算类问题分析及能力水平标准的构建。这一部分主要是对化学计算类问题的深层探析。第一小节首先剖析了化学计算类问题的本质,即“化学计算类问题的本质其实就是对化学问题的数学处理过程”；接着阐释了化学计算类问题的特点。第二小节从不同的角度介绍了化学计算类问题的划分方法和解法总结。在第三小节中,在总结了前人对问题解决能力的实质以及活动结构流程研究的基础上,针对化学学科的特点,我们构建了“化学计算类问题解析活动的模型图”；接着明确了化学计算类问题解决能力的构成要素；最后在参考了诸多能力水平构建方法的基础上,构建了“化学计算类问题解决能力水平”,并详细制定了“化学计算类问题解决能力水平描述”,这些理论工具的构建为后面的实证研究提供了理论依据和实证材料。第三章是高中化学计算类问题解决障碍诊断工具的开发。这一部分是本研究的重点章节之一,它分别从1、高中化学计算类问题解决障碍诊断工具开发的理论基础；2、高中化学计算类问题解决障碍诊断工具开发的开发程序；3、高中化学计算类问题解决障碍诊断工具项目的设计三个方面详细介绍了高中化学计算类问题解决障碍诊断工具的开发。本研究主要以化学教学诊断学、认知诊断理论、化学解题障碍诊断模型以及化学解题障碍诊断流程为工具开发的核心理论基础,基于学习进阶的结构框架,设计研发了本研究的开发程序。根据第二章所指定的“化学计算类问题解决能力水平描述”,编制了“高中生化学计算类问题解决障碍诊断测试卷”,该诊断测试卷进行了三轮试测,用SPSS17.0对每一次试测所收集到的数据进行分析、处理,检验工具的质量。经过三次检验,该工具符合大规模测试的要求,具有较为合理的信度、效度、难度以及区分度。我们在此基础上利用化学教学诊断学的原理,又设计了“高中生化学计算类问题解决障碍诊断测试卷——解析卷”,结合“高中生化学计算类问题解决障碍诊断测试卷”一起投入到大规模测试中,旨在多角度、深层次、全方位地探究学生障碍产生的原因。第四章是高中化学计算类问题解决障碍诊断的实证研究。本部分是该研究的重点章节,这一章将包括四个部分。第一部分：界定好化学计算类问题解决障碍诊断的维度。诊断将以5个水平层级为“经度”,5种障碍类型(审题性障碍、思维性障碍、知识性障碍、心理性障碍以及运算型障碍)为“维度”,分别对不同年级、不同性别、不同学业水平的高中生开展诊断测试。这一节是介绍着五种障碍类型的特点、表现。第二和第三部分是对诊断方法的介绍以及诊断工具的分析。将利用之前所开发的诊断工具运用到大规模诊断测试中去,所获得测试结果和数据进一步验证了该诊断工具的稳定性和可靠性。第四部分则是呈现实证研究的结果。通过进一步的数据分析表明,高中生化学计算类问题解决障碍的类型、成因存在着年级差异和学业水平差异,而性别差异则并不显著。第五章是对高中化学计算类问题解决障碍的成因及矫正策略。本部分主要从问题解决的主体和客体两个层面对高中生化学计算类问题解决障碍的成因予以挖掘。此外,针对引发高中生化学计算类问题解决障碍的五大类型提出了若干条矫正措施。第六章是研究总结。这一部分是对研究的一个整体的总结与归纳,提出了本研究的结论：1、高中生化学计算类问题解决能力普遍不高；2、高中生化学计算类问题解决障碍成因繁杂；3、高中生化学计算类问题解决障碍可诊可矫。在对未来研究的展望部分,提出了高中生化学计算类问题解决障碍诊断研究的三个努力的方向：第一、高中生化学计算类问题解决障碍产生的心理成因有待进一步深入；第二、高中生化学计算类问题解决障碍矫正的实证研究有待进一步开展；第三、高中生化学计算类问题解决障碍诊断尚待进一步深入。本研究以定量化水平能力的划分为基础,较为系统地探究了在不同的计算能力水平上,不同年级、不同性别、不同学业水平的高中生,其在化学计算类问题解决过程中存在障碍的类型及其成因,并提出了相应的矫正策略,这不仅对我国当前高中生化学计算类问题解决现状有了一个大致的了解,而且为广大一线教师开展有效教学提供了理论支撑和实践意义。然而,本研究尚处于探索阶段,在理论的运用、实证的设计、数据的取样、分析的方法、结果的阐释等方法依旧存有许多不足之处,这仍需进一步的深入探究。
[Abstract]:Nowadays, the world is in a period of great development, great change and great adjustment. The world is multipolar, the economic globalization is developing in depth, the scientific and technological progress is changing with each passing day, and the competition for talents is becoming increasingly fierce. In the traditional Chinese basic education, in order to get high marks, we blindly carry out the "sea-of-questions tactics", focusing only on the number of students'questions but not on the cultivation of students' learning ability, which leads to the fact that students "understand as soon as they understand, do as wrong" and "speak a class of questions, can't do a question" are still common obstacles in solving chemical problems. The research on the diagnosis and counseling of chemical problem-solving obstacles in senior high school is based on the analysis of this typical problem in elementary education of our country. This topic will make theoretical speculation and empirical research from the following aspects. Then, in order to clarify the content and scope of the study, the core concepts in the study were clearly defined; on the basis of consulting a large number of literature and books, according to the core concepts and research content, the research status at home and abroad was relatively detailed and comprehensive review; finally, the study was put forward. The research framework, such as research ideas, research methods and research innovations. Chapter 1 is a comb of high school chemistry computational problem solving theory. This chapter is the follow-up to carry out high school chemistry computational problem solving obstacle diagnosis theory and conditional support. The theoretical basis of obstacle diagnosis is introduced in detail; then, several classical psychological mechanism models of problem solving are introduced, aiming to dissect the causes of obstacle solving in chemical computing from the psychological point of view; finally, on this basis, according to the characteristics of chemistry learning in senior high school, the paper puts forward "senior high school biochemistry" Chapter 2 is about the analysis of computational problems in high school chemistry and the construction of the standard of ability level. This part is mainly about the deep analysis of computational problems in chemistry. The second section introduces the division method and solution summary of chemical calculation problems from different angles. In the third section, on the basis of summarizing the predecessors'research on the essence of problem-solving ability and activity structure flow, aiming at the integration According to the characteristics of the discipline, we constructed a "model diagram of analytical activities of chemical computational problems"; then clarified the components of the ability to solve chemical computational problems; finally, on the basis of referring to many methods to build the ability level, we constructed a "level of ability to solve chemical computational problems" and formulated a "level of chemistry" in detail. Chapter 3 is the development of a diagnostic tool for high school chemistry computational problem-solving obstacles. This part is one of the key chapters of this study, which is from 1, high school chemistry computational problem-solving respectively. The theoretical basis of the development of obstacle diagnosis tools; 2. the development program of the high school chemistry computational problem solving obstacle diagnosis tools; 3. the design of the high school chemistry computational problem solving obstacle diagnosis tools project. Teaching diagnostics, cognitive diagnosis theory, chemical problem-solving obstacle diagnosis model and chemical problem-solving obstacle diagnosis process are the core theoretical basis of tool development. Based on the structure framework of advanced learning, the development program of this study is designed and developed. A "high school chemistry computational problem solving obstacle diagnostic test paper" was developed. The diagnostic test paper was tested in three rounds. The data collected from each test were analyzed, processed and the quality of the tool was tested by SPSS17.0. After three tests, the tool met the requirements of large-scale testing, and had more reasonable reliability, validity and difficulty. On this basis, we use the principle of chemistry teaching diagnostics, and design a "high school biochemistry computational problem solving obstacle diagnosis test paper - analysis test paper", combined with "high school biochemistry computational problem solving obstacle diagnosis test paper" together into a large-scale test, aimed at multi-angle, deep-seated, all-round. Chapter 4 is an empirical study on the diagnosis of chemical computational problem-solving obstacles in senior high schools. This part is the focus of this study. This chapter will include four parts. Part 1: Define the dimensions of the diagnosis of chemical computational problem-solving obstacles. The diagnosis will be divided into five levels: longitude. This section introduces the characteristics of the five types of obstacles. The second and third parts are about the diagnostic side. The results and data obtained from a large-scale diagnostic test further verify the stability and reliability of the diagnostic tool. The fourth part presents the results of empirical research. Further data analysis shows that high school biochemistry. The fifth chapter is about the causes and corrective strategies of the obstacles in solving high school chemical computational problems. This part mainly focuses on the two aspects of the subject and object of problem solving. The sixth chapter is a summary of the study. This part is a whole summary of the study, and puts forward the conclusions of this study: 1. The ability of solving chemical computing problems in senior high school students is universal. In the prospects of future research, this paper puts forward three directions of high school biochemistry computational problem solving obstacles diagnosis research: first, high school biochemistry computational problem solving obstacles. Psychological causes need to be further explored; secondly, empirical research on the correction of computational problems in high school chemistry needs to be further carried out; thirdly, the diagnosis of computational problems in high school chemistry needs to be further studied. At the same level of computational ability, different grades, different sexes, different academic levels of high school students, the types and causes of obstacles in the process of solving chemical computational problems, and put forward corresponding correction strategies, which not only has a general understanding of the current situation of solving chemical computational problems in high school students, but also for However, this study is still in the exploratory stage. There are still many shortcomings in the application of theory, empirical design, data sampling, analysis methods, interpretation of the results and other methods, which still need to be further explored.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.8
，
本文编号：2194670
[Abstract]:Nowadays, the world is in a period of great development, great change and great adjustment. The world is multipolar, the economic globalization is developing in depth, the scientific and technological progress is changing with each passing day, and the competition for talents is becoming increasingly fierce. In the traditional Chinese basic education, in order to get high marks, we blindly carry out the "sea-of-questions tactics", focusing only on the number of students'questions but not on the cultivation of students' learning ability, which leads to the fact that students "understand as soon as they understand, do as wrong" and "speak a class of questions, can't do a question" are still common obstacles in solving chemical problems. The research on the diagnosis and counseling of chemical problem-solving obstacles in senior high school is based on the analysis of this typical problem in elementary education of our country. This topic will make theoretical speculation and empirical research from the following aspects. Then, in order to clarify the content and scope of the study, the core concepts in the study were clearly defined; on the basis of consulting a large number of literature and books, according to the core concepts and research content, the research status at home and abroad was relatively detailed and comprehensive review; finally, the study was put forward. The research framework, such as research ideas, research methods and research innovations. Chapter 1 is a comb of high school chemistry computational problem solving theory. This chapter is the follow-up to carry out high school chemistry computational problem solving obstacle diagnosis theory and conditional support. The theoretical basis of obstacle diagnosis is introduced in detail; then, several classical psychological mechanism models of problem solving are introduced, aiming to dissect the causes of obstacle solving in chemical computing from the psychological point of view; finally, on this basis, according to the characteristics of chemistry learning in senior high school, the paper puts forward "senior high school biochemistry" Chapter 2 is about the analysis of computational problems in high school chemistry and the construction of the standard of ability level. This part is mainly about the deep analysis of computational problems in chemistry. The second section introduces the division method and solution summary of chemical calculation problems from different angles. In the third section, on the basis of summarizing the predecessors'research on the essence of problem-solving ability and activity structure flow, aiming at the integration According to the characteristics of the discipline, we constructed a "model diagram of analytical activities of chemical computational problems"; then clarified the components of the ability to solve chemical computational problems; finally, on the basis of referring to many methods to build the ability level, we constructed a "level of ability to solve chemical computational problems" and formulated a "level of chemistry" in detail. Chapter 3 is the development of a diagnostic tool for high school chemistry computational problem-solving obstacles. This part is one of the key chapters of this study, which is from 1, high school chemistry computational problem-solving respectively. The theoretical basis of the development of obstacle diagnosis tools; 2. the development program of the high school chemistry computational problem solving obstacle diagnosis tools; 3. the design of the high school chemistry computational problem solving obstacle diagnosis tools project. Teaching diagnostics, cognitive diagnosis theory, chemical problem-solving obstacle diagnosis model and chemical problem-solving obstacle diagnosis process are the core theoretical basis of tool development. Based on the structure framework of advanced learning, the development program of this study is designed and developed. A "high school chemistry computational problem solving obstacle diagnostic test paper" was developed. The diagnostic test paper was tested in three rounds. The data collected from each test were analyzed, processed and the quality of the tool was tested by SPSS17.0. After three tests, the tool met the requirements of large-scale testing, and had more reasonable reliability, validity and difficulty. On this basis, we use the principle of chemistry teaching diagnostics, and design a "high school biochemistry computational problem solving obstacle diagnosis test paper - analysis test paper", combined with "high school biochemistry computational problem solving obstacle diagnosis test paper" together into a large-scale test, aimed at multi-angle, deep-seated, all-round. Chapter 4 is an empirical study on the diagnosis of chemical computational problem-solving obstacles in senior high schools. This part is the focus of this study. This chapter will include four parts. Part 1: Define the dimensions of the diagnosis of chemical computational problem-solving obstacles. The diagnosis will be divided into five levels: longitude. This section introduces the characteristics of the five types of obstacles. The second and third parts are about the diagnostic side. The results and data obtained from a large-scale diagnostic test further verify the stability and reliability of the diagnostic tool. The fourth part presents the results of empirical research. Further data analysis shows that high school biochemistry. The fifth chapter is about the causes and corrective strategies of the obstacles in solving high school chemical computational problems. This part mainly focuses on the two aspects of the subject and object of problem solving. The sixth chapter is a summary of the study. This part is a whole summary of the study, and puts forward the conclusions of this study: 1. The ability of solving chemical computing problems in senior high school students is universal. In the prospects of future research, this paper puts forward three directions of high school biochemistry computational problem solving obstacles diagnosis research: first, high school biochemistry computational problem solving obstacles. Psychological causes need to be further explored; secondly, empirical research on the correction of computational problems in high school chemistry needs to be further carried out; thirdly, the diagnosis of computational problems in high school chemistry needs to be further studied. At the same level of computational ability, different grades, different sexes, different academic levels of high school students, the types and causes of obstacles in the process of solving chemical computational problems, and put forward corresponding correction strategies, which not only has a general understanding of the current situation of solving chemical computational problems in high school students, but also for However, this study is still in the exploratory stage. There are still many shortcomings in the application of theory, empirical design, data sampling, analysis methods, interpretation of the results and other methods, which still need to be further explored.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.8
，
本文编号：2194670
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