化学平衡习题错题诊断分析与教学对策研究

发布时间：2018-05-18 00:28

本文选题：高中化学 + 化学平衡　；参考：《新疆师范大学》2017年硕士论文

【摘要】：学生在学习过程中,错误的存在总是不可避免的。在平常的化学教学,会发现学生的做错题的情况重复出现。如果分析学生习题中的错题,就能够发现和反映出学生在化学学习中存在的问题和薄弱之处。因此对错题的诊断分析是十分有必要的,这有助于在以后的教学和学习中避免出现类似的情况。学习是一种错误尝试的过程,只有发现和认真反思错误才能形成正确的认知。“化学平衡”是高中化学教学与学习的非常重要部分之一,这部分内容抽象、难度大,学生在习题中出错最多。我们可以利用学生在化学平衡习题中出现的错题资源,对它进行分析、总结和反馈来促进学生对“化学平衡”的认识,从而改善学习效果。本研究通过大量相关文献的收集和研读,了解了有关化学平衡的教学研究现状,掌握了错题诊断分析研究方法。在此基础上采用了作业分析法和访谈调查法,诊断分析了学生在化学平衡习题中出现的错题。具体做法是收集整理学生化学平衡内容有关的习题,并对其中出现的错误情况进行了具体细致的分析。结合访谈,分析了错误出现的原因,提出了相关的策略并进行教学设计。论文共分为六个部分。第一部分为绪论:介绍了论文撰写的缘由,阐述了论文的研究内容和研究意义,并对化学平衡的相关知识进行了总结和归纳。第二部分为相关研究论述:介绍了化学平衡内容的研究现状,对相关的概念进行了解释和界定,介绍了策略提出和教学设计所运用到的理论基础。第三部分为研究设计:介绍了研究对象,研究工具,研究方法。第四部分为错题诊断分析:通过对收集上来的作业和题目按照知识点进行了分类统计整理,了解学生的错题情况,通过访谈分析学生的错题原因。第五部分为研究总结:通过对化学平衡的习题的错题诊断分析对按照错题率的高低,对知识点进行了归纳。对错题原因从知识、思维、心理三个方面进行了总结。(1)知识层面包括:不能准确理解知识和概念;不能与已有知识发生联系;不能将规律转化为思维;不能准确运用规律。(2)思维层面包括:对规律进行错误类比;缺乏敏捷思维;忽略题设隐含条件。(3)心理层面包括:缺乏学习动力;陷于思维定势;缺乏认真态度(4)缺少果断判断。并在错题原因分析的基础上提出教和学的策略,主要包括(1)教导策略:加强概念理解,掌握规律;有意引导合作学习;教会学生审题;建立教师的“错题诊断病例”。(2)学习策略:学习记忆方法,加强知识记忆;对错题进行分类整理;提高学习的积极性,增强自信心。第六部分为结论与反思:总结了化学平衡习题的错题情况和错误原因以及改进策略,同时也对本文的研究不足进行了反思。
[Abstract]:In the process of learning, the existence of mistakes is always inevitable. In the normal chemistry teaching, will discover the student to do the wrong question the situation to appear repeatedly. If we analyze the wrong questions in the students' exercises, we can find and reflect the problems and weaknesses of the students in chemistry learning. Therefore, it is necessary to diagnose and analyze the wrong problems, which is helpful to avoid similar situations in later teaching and learning. Learning is a process of error attempt. Only when we discover and reflect on it can we form correct cognition. Chemical balance is one of the most important parts of chemistry teaching and learning in senior high school. It is abstract and difficult for students to make mistakes in their exercises. We can make use of the resources of students' mis-questions in chemical balance exercises, analyze, summarize and feedback to promote students' understanding of "chemical balance" and improve the learning effect. Through the collection and study of a large number of relevant documents, the present situation of teaching and research on chemical balance has been understood, and the methods of diagnosis and analysis of erroneous problems have been grasped. On the basis of this, the paper uses the method of homework analysis and interview investigation to diagnose and analyze the students' misquestions in the exercise of chemical balance. The concrete method is to collect and sort out the exercises related to the contents of chemical balance of the students, and to make a detailed analysis of the errors in them. Combined with interviews, this paper analyzes the causes of errors, puts forward relevant strategies and carries out teaching design. The thesis is divided into six parts. The first part is introduction: it introduces the reason of writing the paper, expounds the research content and significance of the paper, and summarizes and induces the related knowledge of chemical balance. The second part is related research: the present situation of chemical equilibrium is introduced, the related concepts are explained and defined, and the theoretical basis of strategy and teaching design is introduced. The third part is the research design: introduced the research object, the research tool, the research method. The fourth part is the diagnostic analysis of misquestions: through the collection of homework and topics according to the knowledge points of classification statistical arrangement to understand the situation of students wrong questions through interviews to analyze the causes of students' misquestions. The fifth part is the summary of the research: through the diagnostic analysis of the problem of chemical balance, the knowledge points are summed up according to the error rate. This paper summarizes the causes of the wrong questions from three aspects: knowledge, thinking and psychology. The knowledge level includes: not understanding the knowledge and concept accurately, not being connected with the existing knowledge, not transforming the law into thinking; The level of thinking which can not use the law accurately includes: making a wrong analogy to the law; lacking agile thinking; neglecting the implicit condition. 3) the psychological level includes: lack of learning motivation; falling into a fixed thinking pattern; lack of serious attitude; lack of decisive judgment. The strategies of teaching and learning are put forward on the basis of the analysis of the causes of errors, including: strengthening the concept understanding, mastering the law, intentionally guiding the cooperative learning, teaching the students to examine the problems; To establish teachers' learning strategies: learning and memory methods, strengthening knowledge memory, classifying and sorting wrong questions, improving the enthusiasm of learning and enhancing self-confidence. The sixth part is the conclusion and reflection: summarized the situation and reasons of the chemical balance exercises, and the improvement strategy. At the same time, it also reflected on the lack of research in this paper.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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