化学学科高阶思维评价指标体系的研究

发布时间：2018-01-29 04:10

本文关键词： 高阶思维行为特征化学实验评价指标　出处：《东北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：发展高阶思维能力,是促进学习者发展的核心。高阶思维能力是发生在较高认知水平的心智活动,国内外学者普遍认可布鲁姆认知分类目标中的分析、评价、创造这三种能力为高阶思维能力。在教学过程中,发展了这三个层级的水平,就相当于发展了学生的高阶思维能力。而高阶思维能力如何在学习者身上体现的呢?高阶思维培养如何进行评价的呢?本研究基于初中化学实验,使用文献综述法和调查研究等方法对学生高阶思维能力的外显特征以及不同层级水平学生的行为表现进行深入研究,并基于此得出高阶思维评价指标体系。首先,本研究通过文献分析了有关高阶思维培养的现状以及化学中的思维培养,并对布鲁姆目标认知分类学说和高阶思维培养过程理论进行深入分析和研究,为本研究提供有力的理论基础和丰富的现实背景。接下来,基于高阶思维的研究对初中化学学科课程标准进行思维目标层级的界定,从课程目标、内容标准与化学课程中高阶思维层级特征三个方面分析出化学学科高阶思维品质和课程标准中要求学生培养的能力,总结化学学科中描述高阶思维的行为动词。进一步,本研究选择了观察法和访谈等调查研究方法,对实际初中化学课堂中学生的高阶思维能力的外显特征进行研究。选择长春市第一零三中学初中化学课堂,随堂听课不少于20节,根据教学活动流程的安排观察学生不同层级高阶思维能力的行为表现即外显特征,每次听课观察结果都做详细记录和分析；课余时间与该校化学教师进行及时沟通,详细记录一线教师的宝贵经验和建议,为后面的分析总结提供充分的资料。然后,本研究将观察和访谈等调查记录内容进行汇总,并根据实际课堂发生的教学活动内容,归纳不同高阶思维能力水平的学生的行为表现,分成等级依次进行描述不同高阶思维能力水平学生的外显特征,并标注所属布鲁姆认知分类目标的分析、评价、创造等级。制成直观的二维表格,为教师教学活动的设计以及观测学生的高阶思维能力水平提供有力的参考。最后,根据前面的研究结果,针对化学实验这一学科,选择维度和指标项,运用专家法对评价指标体系进行系统的设计,并使用设计好的评价指标体系到实际课堂中检验其研究价值。
[Abstract]:The development of higher-order thinking ability is the core to promote the development of learners. High-order thinking ability is a kind of mental activity at a higher cognitive level. Scholars at home and abroad generally agree with the analysis and evaluation of Bloom's cognitive classification goals. The creation of these three abilities is a high level thinking ability. In the process of teaching, the three levels have been developed. It is equivalent to developing the students' higher thinking ability. And how does the higher order thinking ability manifest in the learners? How to evaluate the cultivation of higher-order thinking? Based on the chemistry experiment in junior high school, the explicit characteristics of students' higher order thinking ability and the behavior of students at different levels were studied by literature review and investigation. Based on this, the evaluation index system of high-order thinking is obtained. Firstly, the present situation of high-order thinking cultivation and the cultivation of thinking in chemistry are analyzed through literature. And Bloom's cognitive classification theory and higher-order thinking training process theory are deeply analyzed and studied to provide a strong theoretical basis and rich practical background for this study. Next. Based on the research of higher-order thinking, the author defines the level of thinking goal of junior high school chemistry curriculum standard, and from the curriculum goal. The content standard and the characteristics of high order thinking level in chemistry course are analyzed in three aspects: the higher order thinking quality of chemistry course and the ability of students to cultivate in the course standard. The behavioral verbs describing higher-order thinking in chemistry are summarized. Further, this study chooses the methods of observation and interview. This paper studies the explicit characteristics of high order thinking ability of middle school students in actual junior middle school chemistry classroom. Choose Changchun 103 middle school junior middle school chemistry classroom, listen to the class with no less than 20 sessions. According to the arrangement of teaching activity flow, we observe the explicit characteristics of students' higher order thinking ability at different levels, and record and analyze the observation results of each class in detail. After school time and chemistry teacher timely communication, detailed record of the first line teachers' valuable experience and suggestions, for the following analysis and summary to provide sufficient information. Then. In this study, the contents of survey records such as observation and interview are summarized, and according to the actual classroom teaching activities, the behavior of students with different higher level of thinking ability is summed up. The explicit features of students with different higher level of thinking ability are described in turn, and the analysis, evaluation, and creation of the target of Bloom's cognitive classification are annotated, which are made into an intuitive two-dimensional table. It provides a powerful reference for the design of teachers' teaching activities and the observation of students' higher level of thinking ability. Finally, according to the previous research results, we select the dimensions and indicators for the subject of chemical experiments. The expert method is used to systematically design the evaluation index system, and the designed evaluation index system is used to test its research value in the actual classroom.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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