高中化学教材中化学学习策略的设计与使用研究

发布时间：2018-07-21 12:06

【摘要】：教材是课程内容的主要物质载体,在课程改革中有着重要的地位和作用。课程改革的进行,使教材逐步从“教学中的提纲”转变为“学习中的材料”。学科知识的呈现,不仅依据了一定的逻辑顺序,还依据了学生的认知发展规律,因此教材也是学材,教材正经历着从“教材”到“学材”的转变,教材中体现了多种有效的学习策略和学习方法。因此,对化学教材中蕴含的化学学习策略进行研究,对于改善课程教学和提高学生化学学习效率有重要的意义,在教材中有哪些具体学习策略及如何体现,关系到学习的质量及效率,因此本研究将此作为研究课题。本论文的研究问题如下:(1)高中化学教材及化学学习策略概念的界定。(2)国内外有关高中化学教材及化学学习策略的研究进展。(3)通过文献法建构化学教材中化学学习策略的分析框架,具体包括哪些?(4)高中化学教材中化学学习策略的量化统计如何?(5)人教版高中化学教材中化学学习策略的案例呈现如何?(6)调查学生在学习中对教材中体现的化学学习策略的使用情况如何?访谈教师在教学中引导学生使用教材中体现的学习策略的情况如何?本论文主要包括六个部分:第一部分为绪论,说明研究背景、研究意义、研究问题与假设、研究思路与方法。第二部分为文献综述,对“高中化学教材”、“化学学习策略”等核心概念进行界定;分析国内外教材研究及学习策略研究现状。第三部分是建立分析框架,统计并分析高中化学教材中化学学习策略的体现情况。第四部分是对高中化学教材中化学学习策略的质性研究。第五部分是设计调查问卷对学生各化学学习策略的使用情况进行调查研究;对教师教学中引导学生使用教材中体现的学习策略的情况进行访谈。第六部分总结研究并提出建议,包括研究结论与建议、创新、不足与展望。本研究的结论如下:1.人教版高中化学教材中体现了多种不同的化学学习策略。四种主学习策略在教材中的体现情况各不相同,所占比例分别为事实性知识学习策略35.29%,情意类内容学习策略31.20%、技能性知识学习策略18.53%、理论性知识学习策略14.99%。2.人教版高中化学教材中,11个亚类学习策略所占的比例各不相同。多重感官协同记忆策略为16.21%,合作交流策略为13.22%,而概念迁移策略、可视化策略等的体现情况相对较低,所占百分比不足2%。3.高一学生在化学学习中使用了多种化学学习策略,且对各学习策略的使用情况总体较好。其中使用频率最高的是练习反馈策略,最低的是概念图策略。总体来说,学生化学学习成绩越好,对化学学习策略的使用频率也越高,从侧面反应出了化学学习策略对学生化学学习的促进作用。
[Abstract]:Teaching material is the main material carrier of curriculum content and plays an important role in curriculum reform. With the development of curriculum reform, teaching materials are gradually changed from syllabus in teaching to materials in study. The presentation of subject knowledge is based not only on a certain logical sequence, but also on the rules of students' cognitive development. Therefore, textbooks are also learning materials, which are undergoing a transformation from "teaching materials" to "learning materials". Many effective learning strategies and methods are embodied in the textbooks. Therefore, the study of chemistry learning strategies contained in chemistry textbooks is of great significance for improving the teaching of courses and improving the efficiency of students' chemistry learning, and what specific learning strategies and how to embody them in the textbooks. It is related to the quality and efficiency of learning, so this study takes this as the research topic. The research questions in this thesis are as follows: (1) the definition of chemistry teaching materials and chemistry learning strategies in senior high school. (2) the research progress of chemistry teaching materials and chemistry learning strategies at home and abroad. (3) constructing chemistry learning in chemistry textbooks by literature method Strategic analysis framework, What exactly includes? (4) what are the quantitative statistics of chemistry learning strategies in senior high school chemistry textbooks? (5) what are the cases of chemistry learning strategies in senior high school chemistry textbooks? (6) A survey of the chemistry reflected in the textbooks is conducted by students. What is the use of learning strategies? What is the situation of interviewing teachers to guide students to use the learning strategies embodied in the teaching materials? This paper mainly includes six parts: the first part is introduction, explaining the research background, research significance, research problems and assumptions, research ideas and methods. The second part is a literature review, which defines the core concepts of "Senior Middle School Chemistry textbook" and "Chemistry Learning Strategy", and analyzes the current situation of textbook research and learning strategy research at home and abroad. The third part is to establish an analytical framework, statistics and analysis of chemistry learning strategies in senior high school chemistry teaching materials. The fourth part is a qualitative study of chemistry learning strategies in senior high school chemistry textbooks. The fifth part is to design a questionnaire to investigate the use of students' chemistry learning strategies; to interview the teachers to guide students to use the learning strategies reflected in the teaching materials. The sixth part summarizes the research and puts forward suggestions, including research conclusions and recommendations, innovation, shortcomings and prospects. The conclusion of this study is as follows: 1: 1. There are many different chemistry learning strategies in the senior high school chemistry textbook. The proportion of the four main learning strategies in the textbooks is 35.29, 31.20, 18.53 and 14.99.2. the main learning strategies are the factual knowledge learning strategies (35.29), the affective content learning strategies (31.20), the technical knowledge learning strategies (18.53) and the theoretical knowledge learning strategies (14.99.2.). In the senior high school chemistry textbook, the proportion of learning strategies of 11 subclasses is different. The multi-sensory cooperative memory strategy is 16.21, the cooperative communication strategy is 13.22, while the concept transfer strategy, visualization strategy and so on are relatively low, accounting for less than 2. 3%. High school students use a variety of chemistry learning strategies in chemistry learning, and the overall situation of the use of each learning strategy is good. The most frequently used strategy is the practice feedback strategy, and the lowest is the concept diagram strategy. In general, the better the score of chemistry learning, the higher the frequency of using chemistry learning strategies, which reflects the promoting effect of chemistry learning strategies on students' chemistry learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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