高中化学教材难度定量分析评价模型的构建及应用

发布时间：2018-02-15 04:11

本文关键词： 高中化学教材难度定量评价模型构建应用　出处：《河南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：化学教材作为化学教学活动的重要工具,一直是教育工作者备受关注的研究对象。而教材难度作为衡量教材质量的重要指标之一,对其研究和评价具有重要意义。本研究试图从定量角度对化学教材难度进行评价,理论上,为化学教材难度评价提供较科学的、有针对性的、便于操作的量化评价方法,丰富了高中化学教材的相关研究成果,拓展了高中化学教材研究范围。实践上,帮助教师在教学实践中更加准确把握化学教材难度的分布,选择最优教学方案,提高教学效率。总体上,教材难度研究对于整个教学活动具有重要的研究意义和研究价值。纵观我国各学科教材难度研究相关文献资料,目前我国对教材难度研究多集中于数学、物理、化学学科,但这些研究大多处于经验和定性层面,较少涉及量化层面分析。在已有的少数教材难度定量研究中,研究者多采用史宁中教授构建的课程难度定量模型单方面对各学科教材难度进行研究,较少涉及多角度的综合定量研究。因此,本研究依据现认可度较高的教材难度定量研究成果,结合高中化学教材编写特点,构建高中化学教材难度定量分析评价模型,即知识难度、探究难度、拓展难度和习题难度四个评价模型,以期实现研究的理论意义。运用所构建的高中化学教材难度定量评价模型对三版教材中“金属和非金属及其化合物”内容进行研究,以期实现研究的应用价值和实践意义。在该应用方面主要得出以下结论:新课标下三版教材中该内容的知识难度、探究难度、拓展难度、习题难度均表现出一定差异性。三版教材中该内容知识难度大小相当,但也存在一定的差别:人教版鲁科版苏教版。探究难度分两部分进行研究,即讨论探究和实验探究。讨论探究难度:苏教版鲁科版人教版,而实验探究难度则需从实验理论、类型、目标、过程及数据处理五个难度进行具体分析,三版教材在五个难度水平上均表现出差异性。拓展难度大小:苏教版人教版=鲁科版。习题难度需从习题类型、背景、知识含量及计算量四个难度进行具体分析,三版教材在四个难度水平上均表现出一定差异性。研究创新之处:研究视角上,进一步拓展了高中化学教材的研究范围;研究方法上,注重定量分析与定性分析方法的综合运用;研究成果上,构建了高中化学教材难度定量分析评价模型及其研究的一般思路和模式。研究不足之处:制定的高中化学教材难度定量分析评价模型以及各评价模型的具体赋值方法具有一定的主观性,其科学性和客观性需在实践中得到验证;构建的难度模型只适用于研究教材的绝对难度,而对于教材的相对难度研究模型还需继续研究;本文研究的三版教材难度结论只是针对各版教材中“金属和非金属及其化合物”内容的难度比较情况,并不能代表三版教材整体难度比较情况。
[Abstract]:As an important tool of chemistry teaching activities, chemistry teaching materials have been the object of much concern to educators. The difficulty of teaching materials is one of the important indicators to measure the quality of teaching materials. This study attempts to evaluate the difficulty of chemistry teaching materials from a quantitative point of view. In theory, it provides a more scientific, targeted and easy to operate quantitative evaluation method for the difficulty evaluation of chemical teaching materials. It enriches the related research results of senior high school chemistry teaching materials and expands the research scope of high school chemistry textbooks. In practice, it helps teachers to grasp the distribution of the difficulty of chemistry textbooks more accurately in teaching practice and to choose the best teaching plan. On the whole, the study of teaching material difficulty has important significance and research value for the whole teaching activity. At present, the research on the difficulty of teaching materials in our country is mainly focused on mathematics, physics and chemistry, but most of these studies are on the level of experience and qualitative, and less on quantitative analysis. Researchers mostly use the quantitative model of curriculum difficulty constructed by Professor Shi Ningzhong to study the difficulty of each subject teaching material unilaterally, and seldom involve comprehensive quantitative research from many angles. On the basis of the quantitative research results of teaching materials with high recognition and combining with the characteristics of compiling high school chemistry textbooks, this study constructs a quantitative evaluation model of high school chemistry textbooks' difficulty, that is, the difficulty of knowledge and the difficulty of inquiry. In order to realize the theoretical significance of the research, this paper studies the contents of metal, nonmetal and its compounds in the three editions of the textbooks by using the quantitative evaluation model of the difficulty of senior high school chemistry textbooks, which is based on the four evaluation models of difficulty and exercise difficulty. In order to realize the application value and practical significance of the research, the main conclusions are as follows: the knowledge difficulty, the inquiry difficulty and the expansion difficulty of the content in the three editions of the new curriculum standard. The difficulty of exercises shows certain differences. In the three editions of textbooks, the difficulty of knowledge of this content is the same, but there are some differences: human education version of Luke version of Su Jiao edition, the difficulty of inquiry is divided into two parts to study, That is, discussion and experimental inquiry. Discussion on the difficulty of inquiry: the Soviet version of the Luke version, and the difficulty of experimental inquiry should be analyzed from the five difficulties of experimental theory, type, target, process and data processing, and the difficulty of experimental inquiry should be analyzed from five aspects: theory, type, target, process and data processing. The three editions show differences in five levels of difficulty. The expansion of the difficulty is: the Soviet version of the education version = Luke version. The difficulty of the exercise should be analyzed from four difficulties: the type of exercise, the background, the content of knowledge and the amount of calculation. The three edition textbooks are different in four levels of difficulty. The innovation of the research is as follows: from the perspective of research, it further expands the research scope of senior high school chemistry textbooks, and the research methods, Pay attention to the comprehensive application of quantitative analysis and qualitative analysis. This paper constructs the evaluation model of difficulty quantitative analysis of senior high school chemistry teaching material and its general thinking and mode of research. The research deficiency: the evaluation model of difficulty quantitative analysis of senior high school chemistry textbook and the specific evaluation model of each evaluation model. The method is subjective. Its scientific nature and objectivity need to be verified in practice, the difficulty model constructed is only applicable to the absolute difficulty of the research textbook, and the research model of the relative difficulty of the teaching material should be continued to be studied. The difficulty conclusion of the three editions of this paper is only aimed at the comparison of the content of "metal and non-metal and its compounds" in each edition of the textbook, and does not represent the comparison of the overall difficulty of the three editions of the textbook.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

【相似文献】