高中化学“电解池”学习进阶研究

发布时间：2018-04-28 02:25

本文选题：学习进阶 + 电解池　；参考：《河北师范大学》2017年硕士论文

【摘要】：电解池是高中化学课程的核心知识之一,既有理论知识,又有元素化合物的知识,而且又与氧化还原反应有很大联系,学习者在掌握电解池“核心知识”时都会遇到这样那样的问题。因此为了了解学生对电解池“核心知识”的理解水平以及学生在学习这部分知识的过程中遇到的问题和障碍,本研究主要做了以下几项工作:“基础研究”部分,首先明确了研究高中化学电解池学习进阶的意义,从“学习进阶”产生的背景、源起、由来及发展过程这几方面分别阐述了国外有关“学习进阶”的研究现状,从论文数量、所属学科对CNKI中有关“学习进阶”的文献进行了梳理,并对有关化学学科“学习进阶”的文章做了简单概述,为后面支撑研究做了充分的准备。“支撑研究”部分,首先界定了“学习进阶”、“核心知识”两个核心概念;其次,根据课程标准和高考考纲要求梳理了高中化学电解池的学习要求层次,并按照学习层次的要求以及学生的认知发展水平把“电解池”“核心知识”按照五个类型进行了划分,并将学生对“核心知识”的理解水平划分了五个层次,最后在此基础上构建了论文的进阶模型。“核心研究”部分,首先根据支撑研究部分提出的进阶模型和五个知识层级设计了电解池专项测试题;然后进行了测试题的实测,最后使用软件SPSS13.0进行了统计并分析了学生在其中遇到的疑问。通过对测试结果进行分析,得出如下结论:对“电解池”“核心知识”的理解,高二年级和高三年级学生总体情况上有显著性差异,而在水平一、二上则没有显著性差异,并且从水平三开始出现了显著性差异。接下来提出了相关的教学策略,并最终得出“学习进阶”促进了教师的教学水平和学生的学习能力.因此在今后的教学中,教师应该在充分了解学生原有的认识水平的基础上,找到进阶起点,找出学生的认识结构与新知识之间的差异,实现教学内容的进阶整合。
[Abstract]:Electrolysis cell is one of the core knowledge of chemistry course in senior high school. It has both theoretical knowledge and knowledge of elements and compounds, and has a great relationship with redox reaction. Learners will encounter problems of one kind or another when they master the "core knowledge" of electrolytic cells. Therefore, in order to understand the students' understanding of the "core knowledge" of the electrolysis cell and the problems and obstacles encountered by the students in the process of learning this part of knowledge, this study has mainly done the following work: "basic research" part. First of all, the significance of studying the advanced learning of high school chemical electrolytic cell is clarified, and the background, origin, origin and development process of "learning advanced" are expounded respectively from the aspects of "learning advanced" in foreign countries, from the number of papers. The subject combs the literature about "learning advanced" in CNKI, and makes a brief summary of the article about "learning advanced" in chemistry discipline, which makes sufficient preparation for the research behind support. In the part of "supporting research", it defines the two core concepts of "advanced learning" and "core knowledge". Secondly, according to the curriculum standard and the requirements of the college entrance examination, the author sorts out the learning requirements of the chemical electrolytic cell in senior high school. According to the requirements of learning level and the level of students' cognitive development, the "core knowledge" of electrolytic cell is divided into five types, and the students' understanding level of "core knowledge" is divided into five levels. Finally, an advanced model of the thesis is constructed. In the part of "Core Research", according to the advanced model and five knowledge levels proposed in the support research part, the special test questions of electrolytic cell are designed, and then the test questions are measured. Finally, the software SPSS13.0 is used to make statistics and analyze the problems encountered by students. Through the analysis of the test results, the following conclusions are drawn: the understanding of "core knowledge" in "electrolytic cell" shows that there is a significant difference in the overall situation between grade two and grade three, but there is no significant difference in level 1 and 2. And from the beginning of level 3 there is a significant difference. Then it puts forward relevant teaching strategies, and finally concludes that "advanced learning" promotes teachers' teaching level and students' learning ability. Therefore, in the future teaching, teachers should find the starting point on the basis of fully understanding the students' original understanding level, find out the difference between the students' cognitive structure and the new knowledge, and realize the advanced integration of the teaching contents.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

【参考文献】