化学实验素养的表现测评与应用研究

发布时间：2018-05-08 14:29

本文选题：化学实验素养 + 行为表现　；参考：《华东师范大学》2017年硕士论文

【摘要】：迫于我国中学化学实验评价存在的问题与认知、学习、评价理论不断革新之间的矛盾,本研究提出"化学实验素养"的核心概念,并形成化学实验素养表现性测评工具,据此诊断学生化学实验素养的现状。通过文献研究,界定化学实验素养的核心概念,认为化学实验素养是进行化学探究实践过程中个人化学专业素质和科学探究能力的综合表现。研制表现性评价工具对化学实验素养进行测评研究,创新地将试验指标、实验安全、科学态度与科学精神等纳入实际测评。测评分为知识、设计、操作、求证、解释五个维度,维度下各设三个二级指标,现场观测学生在真实的化学实验任务中的表现,并结合访谈形成个案评估报告。研究得出如下两个结论:(1)化学实验素养五个维度的测评结果:操作求证设计知识解释,学生在动手操作和证据处理方面能力较强,而集中体现高阶思维的解释能力较弱,意外的是基础知识不如预期掌握得好。(2)测评结果反映学生的化学实验素养存在如下六个主要问题:分析得出结论的能力欠缺、知识没有预期掌握得好、设计方案的思考不足、思维定势、异常情况的处理不当、细节不够重视。最后,本研究对素养教育观下的实验教法与学法、表现性评价在教育实践中的定位进行思考与展望。
[Abstract]:Under the contradiction between the problems existing in the evaluation of chemical experiments in middle schools in our country and the continuous innovation of the theories of cognition, learning and evaluation, this study puts forward the core concept of "chemical experimental literacy" and forms a tool for evaluating the expressiveness of chemical experimental literacy. Based on this, the present situation of students' chemistry experiment accomplishment is diagnosed. This paper defines the core concept of chemical experimental literacy through literature research and holds that chemical experimental literacy is the comprehensive expression of individual chemistry professional quality and scientific inquiry ability in the process of chemical inquiry practice. An expressive evaluation tool is developed to evaluate and study the quality of chemical experiments. The experimental indexes, experimental safety, scientific attitude and scientific spirit are innovatively included in the practical evaluation. The evaluation is divided into knowledge, design, operation, verification, explanation of five dimensions, each of the three secondary indicators, field observation of students in the real chemical experiment task, and combined with interviews to form a case evaluation report. The results of the study are as follows: (1) the five dimensions of chemistry experiment literacy are as follows: operation verification design knowledge explanation, students' ability of hands-on operation and evidence processing is stronger, but the explanation ability of concentrated higher-order thinking is weak. Surprisingly, the basic knowledge is not as good as expected. 2) the results of the evaluation show that there are six main problems in the students' chemistry experiment literacy: the ability to analyze and draw conclusions is deficient, the knowledge is not mastered as expected, and the design scheme is not considered enough. Fixed thinking, improper handling of abnormal situations, and insufficient attention to details. In the end, this study thinks and looks forward to the orientation of experimental teaching method and learning method and performance evaluation in educational practice.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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