高中生化学学习思维定势负效应的研究

发布时间：2018-07-02 10:20

本文选题：思维定势 + 负效应　；参考：《华中师范大学》2016年硕士论文

【摘要】：现阶段,高中生在化学的学习过程中受到传统的教学方法和学习方式的影响,很容易形成思维定势,思维定势所带来的负效应会给学生的知识掌握、思维发展以及学习能力等方面带来严重影响。而培养学生养成良好的学习习惯、发展学生的思维使学生敢于质疑、勇于创新是素质教育以及新课程标准的要求。在已有的关于思维定势的研究中,物理和数学思维定势的研究较多,但对于化学思维定势的研究、思维定势所带来的负效应、成因分析以及纠正策略较少。因此关于化学思维定势的研究和纠正思维定势所带来的负效应对高中生化学的学习十分重要。全文分为八个部分。第一部分绪论：该部分结合新课标的要求,通过查阅国内外相关文献,了解研究的理论意义和现实意义以及研究现状。理清研究的思路、内容和方法。第二部分相关的理论综述：在阅读大量文献的基础上,确定思维定势的含义和分类,再通过案例研究以及与一线教师的讨论和课堂的实际观摩,确定化学思维定势的分类。第三部分问卷的编制：以陆钦斯量杯实验为理论基础,制定化学思维定势量表,确定量表的有效性。第四部分问卷调查及分析：通过思维定势的问卷调查来了解学生在化学学习中的思维定势现状,经过研究发现,思维定势对学生的学习存在负效应,思维定势与学习成绩呈负相关,但思维定势在性别上不存在差异。第五部分访谈分析：通过对学生和教师进行访谈,从学生和教师两个方面对思维定势的产生进行分析。第六部分原因阐述：基于问卷和访谈的调查分析,得出思维定势产生的原因：①学生方面：生活经验和已有的知识、认知结构的缺失、审题不恰当以及不良的心理因素：②教师方面：教学中的“满堂灌”以及应试心态。第七部分提出对策：针对思维定势的现状以及产生的原因,从三个方面提出纠正策略。第一方面：建立良好的认知结构；建构网络体系；克服“相似块”。第二方面：一题多解；化学素材；变式训练来培养思维。第三方面：利用化学作文；化学错题；化学实验引导学生反思。第八部分结论与反思：思维定势对化学学习有一定的负效应,整个研究中存在一定的创新点,但也存在实践性不够强,研究对象不够充分等不足之处。
[Abstract]:At this stage, high school students are influenced by traditional teaching methods and learning methods in the process of chemistry learning. It is easy to form a thinking pattern, and the negative effects brought by thinking stereotypes will give students knowledge mastery. The development of thinking and learning ability have serious impact. It is the requirement of quality education and new curriculum standard to train students to form good study habits and develop students' thinking to make students dare to question. There are many researches on the thought setting in physics and mathematics, but there are few negative effects, cause analysis and correction strategies for the chemical thought setting. Therefore, it is very important for senior high school students to study chemistry by studying and correcting the negative effects of chemical thinking stereotype. The full text is divided into eight parts. The first part is introduction: this part combines the requirements of the new curriculum standard, through consulting the relevant literature at home and abroad, to understand the theoretical and practical significance of the research and research status. Clarify the ideas, contents and methods of the research. The second part is a review of relevant theories: on the basis of reading a large number of documents, the author determines the meaning and classification of thinking set, and then determines the classification of chemical thinking stereotype through case study, discussion with first-line teachers and practical observation in class. The third part of the questionnaire: based on the Luchins Cup experiment, the chemical thinking set scale is formulated to determine the validity of the scale. The fourth part of the questionnaire survey and analysis: through the thinking set questionnaire survey to understand the students in chemistry learning thinking status quo, after the study found that the thinking set on the students' learning has a negative effect, There is a negative correlation between thinking stereotype and academic achievement, but there is no gender difference in thinking stereotype. The fifth part: through the interviews with students and teachers, this paper analyzes the generation of thinking set from the two aspects of students and teachers. The sixth part explains the reasons: based on the investigation and analysis of questionnaire and interview, the reason of thinking stereotype is: life experience and existing knowledge, lack of cognitive structure. Improper examination and unhealthy psychological factors: teacher: the "full classroom irrigation" and examination-oriented mentality. The seventh part puts forward the countermeasures: according to the present situation of thinking set and the causes of its occurrence, it puts forward the corrective strategies from three aspects. The first aspect is to establish a good cognitive structure; to construct a network system; to overcome the "similar block". The second aspect: one problem multiple solution; chemical material; variant training to train thinking. The third aspect: the use of chemical composition; chemical misquestions; chemical experiments to guide students to reflect. The eighth part is conclusion and introspection: the thought set has certain negative effect on chemistry study, there are some innovation points in the whole research, but there are some shortcomings such as not enough practice, insufficient research object and so on.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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