“化学平衡移动”的迷思概念探查研究

发布时间：2019-04-30 16:35

【摘要】：“化学平衡”是高中化学概念体系的核心概念之一,它是学习电离平衡、沉淀溶解平衡的基础。该部分内容繁杂且具有一定的抽象性,学生在相关学习中往往存在大量认知误区。其中,“化学平衡移动”部分是化学平衡的综合运用,也是学生在“化学平衡”学习过程中感到学习难度最大的部分,学生在这部分内容的学习过程中存在多种迷思概念。本研究在分析普通高中化学新课程标准和高中化学教科书的基础上,从化学三重表征及其转化的角度编制二段式“化学平衡移动测试题”。对宁波地区某中学142名高二学生进行施测,探查学生“化学平衡移动”相关学习中存在的迷思概念。该问卷包含18道题目,每一道题目均涉及考察学生作答情况、作答的理由以及的解决问题信息提取的来源,探查学生学习中存在的迷思概念。并对调查结果分别从表征转换的维度、内容维度和不同题型进行比较分析,深入探查学生迷思概念产生的原因。通过分析高二学生在学习“化学平衡移动”所产生的迷思概念,并分析迷思概念的成因,从对教材编写、对教师教学和教学资源的使用几个方面对“化学平衡移动”的教学提出以下建议:(1)在教材编写中增加与宏观表征相对应的微观图示和符号表征的相关解释。(2)明确温度、浓度和压强对平衡移动的影响机制及三者关系。(3)采用多种题型,增强学生多样化的表征能力。(4)丰富多媒体可视化工具,加强学生对“化学平衡移动”的动态理解。
[Abstract]:Chemical equilibrium is one of the core concepts in the conceptual system of high school chemistry. It is the basis of learning ionization equilibrium and precipitation solution equilibrium. This part of the content is complicated and abstract, students often have a lot of cognitive errors in related learning. Among them, the movement of chemical equilibrium is the comprehensive application of chemical equilibrium, and it is also the most difficult part for students to learn in the process of learning chemical equilibrium. There are many kinds of mystical concepts in the learning process of this part of the content. On the basis of analyzing the new curriculum standard of chemistry in senior high school and the chemistry textbook of senior high school, this study has compiled a two-stage "moving Test question of Chemical equilibrium" from the angle of chemistry triple characterization and its transformation. 142 sophomore students in a high school in Ningbo area were tested to explore the mystical concept of "chemical equilibrium movement" in students' study. The questionnaire contains 18 questions, each of which involves investigating the situation of students' answers, the reasons for answering and the sources of problem-solving information extraction, and exploring the concept of mystification in students' learning. The results of the survey are compared and analyzed from the dimensions of representation transformation, content dimensions and different types of questions, and the reasons for the emergence of students' mystification concepts are deeply explored. Based on the analysis of the concept of "chemical equilibrium movement" produced by senior two students, and the analysis of the causes of the concept of confusion, the author compiles the textbook from the point of view of the concept of "chemical equilibrium movement". The following suggestions are put forward for the teaching of "chemical equilibrium movement" in the aspects of teachers' teaching and the use of teaching resources: (1) the relevant explanation of microscopic and symbolic representations corresponding to macro-representation is added in the compilation of teaching materials. (II) to specify the temperature, The influence mechanism of concentration and pressure on equilibrium movement and the relationship among them. (3) using a variety of questions to enhance students' diverse representation ability. (4) enriching multimedia visualization tools to strengthen students' dynamic understanding of "chemical equilibrium movement".
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

【参考文献】