“离子键”学习进阶设计与实践的有效性研究
发布时间：2019-02-18 20:52
【摘要】：随着西方科学教育研究者对学习进阶的研究,国内学者也逐渐意识到研究学习进阶的重要意义,越来越多的研究者对本领域进行相关研究。而目前国内主流观点是认为学习进阶是学生在较长的一段时间内思维的发展变化,基于查阅大量的文献,笔者认为其实一堂课都有进阶,概念的转变在一堂课都有明显变化,从微观角度来看,进阶每时每刻都会发生变化,学生的认知水平也会时刻发生变化。研究一堂课中某个概念的进阶能为大概念体系的进阶提供样本,而我国关于以学习进阶指导教学的研究并不多,进阶教学是否能帮助学生深入理解概念,是否有利于学生认知水平的发展呢?这是本文要研究的主要问题。本研究以“分子结构”主题下的“离子键”内容为载体,通过新手型教师和有经验教师对“离子键”学习进程设计方案的实践,采用纸笔测量工具测量两个班学生的认知水平,发现基于学习进阶精心设计的教学对学生的学习是有效的。然后通过学生访谈和采用弗朗德斯化学课堂互动分析编码系统(CCITAS)对课堂录像转录文本的话语分析,发现有经验教师的课堂学生的情感体验和课堂的参与程度更高。本研究主要包括以下四个部分:一、通过文献研究法梳理并界定出“分子结构”的核心概念,再根据课程标准的要求构建“微粒间的作用力”学习进阶框架,然后根据框架的假设进行“离子键”学习进程设计,并将两个班老师的教学设计方案进行对比分析。二、通过纸笔测验法对两个班学生进行前测和后测。在进行教学实践研究之前,对学生进行前测,以了解学生的已有认知水平,在教学实践完成之后,对两个班学生进行“离子键”相关内容的测试,比较两个班学生的概念理解情况。三、测试完成后,从两个班中抽取有代表性的学生进行访谈,全面了解学生对本节课的感受和体验。四、课堂互动分析。通过课堂观察及录像,分别录制两个班的课堂教学过程,然后笔者通过观察、记录将录制的视频转录成文字,按照CCITAS编码原则进行分类编码,编码结束后进行定量和定性分析,以了解两节课师生的互动情况和学生参与课堂的情况。通过以上研究,得出结论:教学实践完成后分别对实验班和对照班的学生进行测试,实验班学生的整体成绩要明显高于对照班,并且对于不同认知水平要求的题目,实验班学生的正答率都比对照班学生的正答率高。由此可见,相对于经验丰富的老教师较随意的教学,基于学习进阶精心设计的教学对学生的学习是有效的,学生对概念的理解更深刻,更有利于学生认知水平的发展。测试完成后分别对两个班的三名学生进行访谈,发现两个班的学生上完本节课后的感受有差别,实验班只有一部分学生比较喜欢听老师的课,对老师的教学提出了一些建议,而对照班的学生大都比较喜欢听老师的课,学生听课都比较认真,对老师的教学十分认可。由此可见,两个班学生上完本课后情感体验的不同,也可以看出新手型教师在教学实施过程中经验的缺乏。通过对两个班的课堂互动情况进行分析后发现,实验班的课堂互动情况不如对照班好,对照班的课堂气氛更活跃,学生的参与程度更高,说明新手型教师在教学实施过程中比较生硬,不如专家型教师灵活自如。同时,也给我们启发,新手型教师在组织课堂教学时,若既能根据丰富的理论知识设计进阶教学过程,又能向专家型教师学习,达到与学生的良好互动,让学生积极主动参与到课堂中来,那么学生的认知程度会更高。
[Abstract]:With the study of the advanced study of the western science education researchers, the domestic scholars have gradually realized the importance of the advanced study, and more and more researchers have carried out the relevant research in this field. At present, the domestic main point of view is to think that the learning advanced is the development change of the students' thinking over a long period of time, and based on the reference to a large number of documents, the author thinks that the first class has advanced, the change of the concept has obvious change in a class, from the micro point of view, The step-by-step will change, and the student's cognitive level will change. The advanced teaching of a certain concept in a class can provide a sample for the advanced concept system, and the study of the advanced instruction teaching in China is not much, and whether the advanced teaching can help the students to understand the concept in depth, and is it beneficial to the development of the students' cognitive level? This is the main problem to be studied in this paper. In this study, the content of the ionic bonds under the molecular structure is the carrier, and the cognitive level of the two classes of students is measured by the paper-pen measuring tool through the practice of the design of the ionic bond learning process by the novice teachers and the experienced teachers. It is found that learning based on advanced design of learning is effective in the study of students. Then, through the student interview and the interactive analysis and coding system (CCITAS) of the Flande's Chemistry Classroom, the author found that the emotional experience of the classroom students with experienced teachers and the degree of participation of the class were higher. The research mainly includes four parts: one, the core concept of the 鈥渕olecular structure鈥，
本文编号：2426195
[Abstract]:With the study of the advanced study of the western science education researchers, the domestic scholars have gradually realized the importance of the advanced study, and more and more researchers have carried out the relevant research in this field. At present, the domestic main point of view is to think that the learning advanced is the development change of the students' thinking over a long period of time, and based on the reference to a large number of documents, the author thinks that the first class has advanced, the change of the concept has obvious change in a class, from the micro point of view, The step-by-step will change, and the student's cognitive level will change. The advanced teaching of a certain concept in a class can provide a sample for the advanced concept system, and the study of the advanced instruction teaching in China is not much, and whether the advanced teaching can help the students to understand the concept in depth, and is it beneficial to the development of the students' cognitive level? This is the main problem to be studied in this paper. In this study, the content of the ionic bonds under the molecular structure is the carrier, and the cognitive level of the two classes of students is measured by the paper-pen measuring tool through the practice of the design of the ionic bond learning process by the novice teachers and the experienced teachers. It is found that learning based on advanced design of learning is effective in the study of students. Then, through the student interview and the interactive analysis and coding system (CCITAS) of the Flande's Chemistry Classroom, the author found that the emotional experience of the classroom students with experienced teachers and the degree of participation of the class were higher. The research mainly includes four parts: one, the core concept of the 鈥渕olecular structure鈥，
本文编号：2426195
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