高一生学习化学的思维障碍及解决策略研究
发布时间：2018-11-21 20:37
【摘要】：高中化学学习过程中化学1(必修)根基性较强,高考中化学1(必修)的考查侧重于基本概念与理论实践的联系,学生之所以对化学1(必修)产生浓厚的兴趣是因为其具有较强的实验性和实践性。然而,自从新课程改革实施以来,由于高考大纲对化学1(必修)内容要求增多,知识点交叉复杂,从传统的知识培养转向能力训练,由此对学生的思维能力要求越来越高,再加上高一生个体之间存在差异、教师教学方法不当、学生学习方法不对等因素,导致学生学习化学困难重重,长此以往,学生渐渐对化学这门学科失去兴趣,丧失学好化学的勇气。因此,本研究课题在有意义学习理论和布鲁纳认知发展理论等理论的指导下,通过采用思维障碍测试卷和教师访谈法,研究高一生学习化学的思维障碍的成因及解决学生思维障碍的对策,引导学生学好化学。高一生在学习化学1(必修)过程中普遍存在的思维障碍主要有:由概念引发的思维障碍、由直觉思维的片面性引发的思维障碍、由逻辑混乱引发的思维障碍、由思维定势的引发的思维障碍、由辐合思维的局限性引发的思维障碍。其中由概念引发的思维障碍、由直觉思维的片面性引发的思维障碍、由逻辑混乱引发的思维障碍、由思维定势引发的思维障碍这四类思维障碍出现的频次最高,同时,学困生与学优生、学中生相比之下,学困生出现上述四类思维障碍的频次更高,而且,三类学生的思维障碍频次具有显著差异。由此总结出高一生学习化学的思维障碍产生的原因有化学1(必修)知识繁多,学生知识结构化程度低、学生缺乏知识经验,不能达到举一反三、化学1(必修)内容较抽象,与初中化学衔接不上、学生定势思维根深蒂固,思维变通能力差、学生学习化学兴趣不足,缺少主观能动性、教师教学方法不当,教学设计墨守成规,并针对上述原因,提出解决对策:引导学生完善知识结构,强化学生概括能力、注重创造性思维的培养、做好初三化学与高一化学衔接工作、创新教学情境,激发学生对化学的好奇心、形成概念系统,掌握科学记忆方法、更新教育理念,创新教学方法。
[Abstract]:Chemistry 1 (compulsory course) in senior high school chemistry learning process has strong foundation, the examination of chemistry 1 (compulsory course) in college entrance examination emphasizes on the relation between basic concept and theory practice. Students have a strong interest in chemistry 1 because of its strong experimental and practical nature. However, since the implementation of the new curriculum reform, because the college entrance examination syllabus requires more contents of chemistry 1 (compulsory course), the knowledge points cross and complex, from the traditional knowledge training to the ability training, so the students' thinking ability is more and more demanding. In addition, there are differences between individuals in high life, improper teaching methods of teachers and unequal learning methods of students, which results in many difficulties for students in learning chemistry. In the long run, students gradually lose interest in chemistry as a subject. Lose the courage to learn chemistry. Therefore, under the guidance of the theory of meaningful learning and Bruner's cognitive development theory, this research subject adopts the thinking disorder test paper and the method of teacher interview. This paper studies the causes of thinking obstacles in learning chemistry in high life and the countermeasures to solve them, so as to guide students to learn chemistry well. In the course of studying chemistry 1 (compulsory course), Gao's thought obstacles are mainly: those caused by concept, by the one-sidedness of intuitive thinking, and by the confusion of logic. The thinking barrier caused by the fixed thinking pattern and the confluence thought limitation. Among them, the four kinds of thinking obstacles, which are caused by the concept, by the one-sidedness of intuitive thinking, by the confusion of logic, and by the thinking pattern, are the most frequent, and at the same time, Compared with the students with learning difficulties and excellent students, the students with learning difficulties have higher frequency of the above four kinds of thinking disorders, and there are significant differences in the frequency of thinking disorders among the three kinds of students. It is concluded that the reasons for the thinking obstacle of learning chemistry in high life are that there are a lot of chemistry (compulsory) knowledge, low degree of structurization of students' knowledge, students' lack of knowledge and experience, they can't draw a conclusion from one another, and the content of chemistry 1 (compulsory course) is abstract. The students' fixed thinking is deep-rooted, their ability of thinking flexibility is poor, the students' interest in learning chemistry is insufficient, they lack subjective initiative, the teachers' teaching methods are improper, the teaching design is conservative, and the reasons mentioned above are pointed out. The countermeasures are as follows: to guide students to improve their knowledge structure, to strengthen their ability to generalize, to pay attention to the cultivation of creative thinking, to do a good job of linking chemistry with chemistry in junior high school, to innovate teaching situation, and to arouse students' curiosity about chemistry. Forming concept system, mastering scientific memory method, renewing educational idea and innovating teaching method.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2348202
[Abstract]:Chemistry 1 (compulsory course) in senior high school chemistry learning process has strong foundation, the examination of chemistry 1 (compulsory course) in college entrance examination emphasizes on the relation between basic concept and theory practice. Students have a strong interest in chemistry 1 because of its strong experimental and practical nature. However, since the implementation of the new curriculum reform, because the college entrance examination syllabus requires more contents of chemistry 1 (compulsory course), the knowledge points cross and complex, from the traditional knowledge training to the ability training, so the students' thinking ability is more and more demanding. In addition, there are differences between individuals in high life, improper teaching methods of teachers and unequal learning methods of students, which results in many difficulties for students in learning chemistry. In the long run, students gradually lose interest in chemistry as a subject. Lose the courage to learn chemistry. Therefore, under the guidance of the theory of meaningful learning and Bruner's cognitive development theory, this research subject adopts the thinking disorder test paper and the method of teacher interview. This paper studies the causes of thinking obstacles in learning chemistry in high life and the countermeasures to solve them, so as to guide students to learn chemistry well. In the course of studying chemistry 1 (compulsory course), Gao's thought obstacles are mainly: those caused by concept, by the one-sidedness of intuitive thinking, and by the confusion of logic. The thinking barrier caused by the fixed thinking pattern and the confluence thought limitation. Among them, the four kinds of thinking obstacles, which are caused by the concept, by the one-sidedness of intuitive thinking, by the confusion of logic, and by the thinking pattern, are the most frequent, and at the same time, Compared with the students with learning difficulties and excellent students, the students with learning difficulties have higher frequency of the above four kinds of thinking disorders, and there are significant differences in the frequency of thinking disorders among the three kinds of students. It is concluded that the reasons for the thinking obstacle of learning chemistry in high life are that there are a lot of chemistry (compulsory) knowledge, low degree of structurization of students' knowledge, students' lack of knowledge and experience, they can't draw a conclusion from one another, and the content of chemistry 1 (compulsory course) is abstract. The students' fixed thinking is deep-rooted, their ability of thinking flexibility is poor, the students' interest in learning chemistry is insufficient, they lack subjective initiative, the teachers' teaching methods are improper, the teaching design is conservative, and the reasons mentioned above are pointed out. The countermeasures are as follows: to guide students to improve their knowledge structure, to strengthen their ability to generalize, to pay attention to the cultivation of creative thinking, to do a good job of linking chemistry with chemistry in junior high school, to innovate teaching situation, and to arouse students' curiosity about chemistry. Forming concept system, mastering scientific memory method, renewing educational idea and innovating teaching method.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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