初中生化学科学论证水平调查研究

发布时间：2018-04-16 16:35

本文选题：初中生 + 科学论证　；参考：《山西师范大学》2017年硕士论文

【摘要】：发展学生的科学论证能力是科学教育界的重要目标之一。课堂是学生获得知识与能力的主要场所,据此了解学生的科学论证发展情况,对于提高教师教学和学生科学论证能力有一定的促进作用。因此,本文主要研究三个问题:(1)基于图尔敏模型,分析初中阶段化学科学论证的教材内容;(2)基于课堂观察,了解初中生科学论证学习活动情况;(3)通过跟踪调查,了解初中生科学论证学习思维方式的发展情况。本研究以山西省临汾市第一实验中学初三年级360班学生为研究对象,以沪教版初中化学上册“空气中氧气含量”、“水的组成”、“微粒存在”、“质量守恒定律”4个课题为测查内容,首先基于图尔敏模型,对初三化学关于科学论证教材内容进行了要素分析。然后对学生的科学论证进行了调查,从学习活动情况和学习思维方式两方面探究发展情况,调查结果表明:在一个学期的学习之后,初中生论证意识明显增强,科学论证水平都有所提高,能从资料有效的推出主张,能够使用多个要素论述自己的主张,论证要素由单一向多组合发展。通过本研究,可以得出以下建议:(1)重视课堂语言引导,合理使用教学模型。(2)设置开放问题情境,提供学生论证机会。(3)深挖知识内容论证,重建已有认知结构。
[Abstract]:Scientific proof to develop the students' ability is one of the important goals of scientific education. The classroom is the main place for students to acquire knowledge and skills, understand the scientific proof for the development of students, can promote teachers' teaching and students' scientific reasoning ability. Because of this, this paper mainly studies three problems: (1) tours sensitive model based on the analysis of teaching materials of junior high school chemistry science; (2) based on classroom observation, learning activities of scientific demonstration junior middle school students; (3) through the tracking investigation, understand the scientific proof of junior high school students thinking development. This research takes the students in class 360 grade three in Shanxi Province, Linfen City Experimental Middle School first grade as the research object, with the Shanghai Education version junior middle school chemistry first "air oxygen content", "the composition of water", "particles", "check the contents of mass conservation law for measuring 4 topics, Firstly, based on the Toulmin model, on grade chemistry about science demonstration materials is analyzed. Then the content of students' scientific demonstration survey was carried out on the development of situation from two aspects of learning activities and learning mode of thinking, the survey results show that: after a semester of study, demonstrated significantly enhanced consciousness of junior middle school students, scientific proof the level of increase, from the data of the launch claims, able to use multiple elements on their own ideas, elements of argumentation development from single to multi combination. Through this research, we can draw the following suggestions: (1) to guide the rational use of classroom language, teaching model. (2) to set up an open question situation, provide students demonstrate opportunities. (3) deep knowledge reasoning, reconstruction of existing cognitive structure.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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