中学化学“氧化还原反应”核心概念及其学习进阶研究

发布时间：2018-09-10 13:16

【摘要】：为了改变目前科学课程学习内容零散杂乱且衔接不当的现状,学习进阶在近十几年成为了中外教育领域的研究热点。2007年,美国国家研究理事会将学习进阶定义为“对学生在一个时间跨度内学习和探究某一主题时,依次进阶、逐级深化的思维方式的描述。”在随后的十几年间,学习进阶被学术界广泛迅速的运用。在美国科学教育课程编写的过程中起着举足轻重的地位。本文梳理了国内外的研究结果,总结出学习进阶是以核心概念为主要教学内容,描述学生在学习中经历的无数中间水平,最终掌握学科知识结构框架,实现自我认知发展的,不断积累,不断演化的过程。核心概念是指位于学科结构的主干部分且已经经过检验的科学概念,它能整合若干关键概念原理和理论,促进学生对于学科知识的理解和自我的认知水平,并且帮助学生在长时间内将其广泛应用于生活中从而理解并且解决生活中的相关问题。本研究以对核心概念的理解为切入点,以“氧化还原反应”为核心内容主题,构建基于“氧化还原反应”核心概念的学习进阶,以促进教师的教学和学生的学习,以及课程领域和评价领域的发展。本研究的理论研究部分主要对国内外关于核心概念,化学核心概念,化学核心概念教学以及学习进阶的研究进行梳理分析,从而构建基于“氧化还原反应”学习进阶的理论框架。本研究根据最新高中课程标准及高考大纲对“氧化还原反应”相应知识点所做的要求,结合人教版初高中化学教材,对相关“氧化还原反应”基本概念和基本理论进行了分学段整理,利用概念图概括出中学化学“氧化还原反应”领域的核心概念,分别是“得氧失氧”,“化合价”,“氧化性(还原性)”,“电子守恒”,“原电池(电解池)”,并且基于认识论的角度深化对于核心概念的理解。在关于核心概念的学习进阶的构建上,本文借鉴“结构中心设计法”,通过对初高中课程标准,人教版化学教材以及相关已有文献的研究,对于学习进阶的“阶”按照学段划分,分析出学生在每一个学段应该实现的核心概念的理解目标,提出关于“氧化还原反应”核心概念的学习进阶。实证研究部分是本论文的核心部分,旨在探究“氧化还原反应”核心概念的学习进阶构建的教学方案应用于实际教学中是否能够促进教师的教学和学生的学习。本研究假设基于核心概念的学习进阶应用于实际教学中能够帮助教师掌握学情,明确学习目标,促进教师的教学,提高学生的成绩和认知水平。通过测试调查两个班的学生对于人教版化学教材中“氧化还原反应”各核心概念的学习情况,发现学生对于核心概念“化合价”和“电子守恒”还存在问题和障碍,从而构建相应核心概念的学习进阶的教学设计,将其应用于实验班的教学中,而在对照班采用传统教学方案。最后通过后测,以验证教学效果。在实验结果,本文应用SPSS statistics 19.0软件分别对对照班的前后测成绩和实验班的前后测成绩进行了测试。从显示的数据中可以看出,实验班的前后测的平均分比对照组前后测的平均分存在更大的显著性差异。因此可以说明,本研究所设计的“氧化还原反应”的核心概念的学习进阶的教学方案能够促进教师的教学质量和提高学生的成绩。本研究是对“氧化还原反应”核心概念的学习进阶的研究,力求探索有助于教师的教学和学生的学习的策略。结合理论研究和实证研究,最终得出以下四点结论:(一)“氧化还原反应”是中学阶段位于学科结构主干部分的核心概念。(二)“氧化还原反应”核心概念的学习进阶反映了学生概念发展路径。(三)相异构想是学生在“氧化还原反应”学习进阶发展中的重要阶段。(四)“氧化还原反应”核心概念的学习进阶可以有效地促进教学质量。本研究尚存在一些不足,如受样本容量和时间的限制,不能对核心概念的学习进阶做长期的实证研究,不能提供更有力的研究成果以说明学习进阶应用于实践中的效果。
[Abstract]:In order to change the present situation that the contents of science courses are scattered, disordered and inappropriately linked up, advanced learning has become a hot spot in the field of education both at home and abroad in the last decade. In the following ten years, advanced learning has been widely and rapidly used in academic circles. It plays an important role in the process of Compiling Science Education Curriculum in the United States. The core concept refers to the scientific concept which is located in the main body of the subject structure and has been tested. It can integrate some key concepts and theories, and promote students'knowledge of the subject. Understanding and self-awareness level, and help students to use it in life for a long time to understand and solve life-related problems. This study takes the understanding of core concepts as a breakthrough point, with "redox reaction" as the core content theme, to build a learning based on the core concept of "redox reaction". The theoretical research part of this study mainly combs and analyzes the research on core concepts, chemical core concepts, chemical core concepts teaching and learning progress at home and abroad, so as to construct learning based on "redox reaction" According to the latest high school curriculum standards and the requirements of the college entrance examination syllabus for the corresponding knowledge points of "oxidation-reduction reaction", this study combines the junior and senior high school chemistry textbooks published by the People's Education Press to sort out the basic concepts and theories of "oxidation-reduction reaction" by stages, and generalizes the "oxygen" in middle school chemistry by using the concept map. The core concepts in the field of chemical reduction reaction are "deoxygenation", "valence", "oxidation (reducibility)", "electron conservation", "galvanic cell (electrolytic cell)" and deepen the understanding of the core concepts from the epistemological point of view. Through the study of the curriculum standards for junior and senior high schools, the chemistry textbooks published by the People's Education Press and the related literature, the design method analyzes the understanding objectives of the core concepts that the students should achieve in each stage according to the stages of study, and puts forward the learning progress of the core concepts of "oxidation-reduction reaction". The research part is the core part of this paper, aiming at exploring whether the teaching scheme of advanced learning of core concepts of "redox reaction" can promote teachers'teaching and students' learning in practical teaching. By investigating the students'learning of the core concepts of "redox reaction" in the chemistry textbooks published by the People's Education Press, we find that there are still some problems and obstacles in students' learning of the core concepts of "valence" and "electronic conservation". The teaching design of the advanced learning of the corresponding core concepts is constructed and applied to the teaching of the experimental class, while the traditional teaching scheme is adopted in the control class. Finally, the teaching effect is verified by the post-test. From the data displayed, it can be seen that the average score of the experimental class before and after the test is more significant than that of the control group before and after the test. This study is an advanced study of the core concepts of redox reaction, aiming at exploring strategies conducive to teachers'teaching and students' learning. (3) Phase isomerism is an important stage in the development of students'learning of "redox reaction". (4) Advanced learning of the core concept of "redox reaction" can effectively promote the quality of teaching. Some shortcomings, such as limited sample size and time, can not do long-term empirical research on the learning progress of core concepts, can not provide more powerful research results to illustrate the effectiveness of learning progress in practice.
【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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