基于微课程的“原电池”错误概念转变研究

发布时间：2018-05-18 09:29

本文选题：微课程 + 微视频　；参考：《南京师范大学》2017年硕士论文

【摘要】：原电池概念是高中化学概念教学的重点,也是学生学习的难点,作为电化学学习的基础和开端,其是学生跨入一个新领域的学习起点。以往的教学和研究发现学生在学习和理解该概念时存在很大困难,学生易出现与科学概念不一致的认识,即本论文所说的错误概念。因此,测查学生学习原电池概念时产生的错误概念并采用针对性教学策略显得尤为重要。论文以认知发展理论和深度学习理论为基础,梳理了概念转变已有的理论和实践研究,技术指导下的概念转变、微课程以及原电池概念教学的相关理论和国内外研究现状。在已有研究的基础上,通过问卷测试和访谈,对高三学生原电池概念的掌握情况进行了探查。结合探查结果,分析了化学课程标准、教学内容和“原电池”专题知识点以及知识点之间的关系,采用概念转变策略设计并制作了13个“原电池”专题微视频,并将设计的视频和试题以及相关内容作为学习素材录入到智能教学专家系统中。最后,将笔者所设计的“原电池”专题微课程运用于高三年级的课堂教学实践中。通过前后测结果对比以及不同水平学生的个案研究,分析学生概念转变的详细认知过程。研究表明:高三学生在原电池概念学习中普遍存在错误概念,且不同水平学生存在的错误概念在种类和数量上有所差异;不同水平学生发生的概念转变程度也存在一定区别;结合概念转变策略设计的微视频能有效帮助学生转变部分错误概念,并提高学生概念学习的兴趣和热情。
[Abstract]:As the basis and beginning of electrochemical learning, the concept of primary battery is the key point of chemistry concept teaching in senior high school and the difficult point of students' learning. As the basis and beginning of electrochemical learning, it is the starting point for students to step into a new field. Previous teaching and research have found that students have great difficulties in learning and understanding the concept, and students are prone to appear inconsistent with the concept of science, that is, the wrong concept mentioned in this paper. Therefore, it is very important to test the wrong concepts and adopt the targeted teaching strategies when students learn the concept of primary battery. Based on the theory of cognitive development and the theory of deep learning, this paper combs the existing theoretical and practical research on conceptual transformation, the conceptual transformation under the guidance of technology, the relevant theories and research status of micro-curriculum and primary battery concept teaching at home and abroad. On the basis of existing research, this paper probes into the grasp of the concept of primary battery in senior three students by means of questionnaire test and interview. Based on the exploration results, the relationship between the chemistry course standard, the teaching contents and the knowledge points and knowledge points of the "primary battery" is analyzed. Thirteen "primary battery" microvideos are designed and produced by using the concept transformation strategy. The designed video, test questions and related contents are input into the intelligent teaching expert system as learning materials. Finally, the micro-course of "primary battery" designed by the author is applied to the classroom teaching practice of grade 3. The detailed cognitive process of students' conceptual transformation was analyzed by comparing the results of pre-test and the case studies of students at different levels. The research shows that there are common wrong concepts in the primary battery concept learning, and different levels of students have different types and quantities of wrong concepts, and there are some differences in the degree of concept transformation in different levels of students. The design of micro-video based on conceptual transformation strategy can effectively help students to change some wrong concepts and enhance students' interest and enthusiasm in concept learning.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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