高中生同分异构体问题解决差异性实证研究
发布时间：2019-06-15 17:43
【摘要】：培养学生化学问题解决能力是化学学科重要任务。有机化学是化学学科的重要组成部分,同分异构体知识是化学的重要知识点,贯穿于有机化学的学习,由此可见,探究学生同分异构体问题解决的重要性。本研究以元认知理论和问题解决理论为理论支撑,采用团体测试、典型访谈、口语报告相结合的研究方法,以高二学生为研究对象,先后对学生进行了同分异构体测试、元认知水平调查量表、同分异构体概念访谈、同分异构体元认知口语报告。并从学生学业水平、性别等几个方面对学生元认知水平和同分异构体问题解决进行了研究,并进一步研究了学生元认知影响同分异构体问题解决机制。本论文主要包括五个部分：第一部分：提出本研究课题的重要性、相关问题及研究现状,阐明研究内容及方法、研究目的及意义。第二部分：通过阅读国内外相关理论文献,并对指导理论的研究及相关问题做了详尽的综述,为本研究提供理论支撑。第三部分：对实证研究的过程与方法的具体说明,包括研究工具的编制过程,研究对象的选取依据及采用的研究方法和程序。第四部分：对量表和测试进行统计和分析,并结合SPSS19.0和EXCEL进行数据分析,得出结论,并有针对性的为教学提供建议。主要进行四个方面的研究与分析： (1)研究学生同分异构体概念的学习情况,并通过典型访谈进行归因。(2)通过进行同分异构体概念应用测试,从性别、学业水平两方面来研究学生同分异构体问题解决。(3)对学生进行元认知水平调查,从学业水平、性别两个方面分析学生元认知水平的高低的影响因素。(4)探究元认知水平和同分异构体问题解决的关系,并选取不同层次学生进行同分异构体元认知口语报告,分析学生解题心理机制。通过研究,我们主要得出以下结论：(1)学生学业水平影响其同分异构体问题解决,学业水平高的学生,同分异构体问题得分较高。(2)学生学业水平影响其元认知水平,学业水平高的学生,元认知水平较高。(3)学生的元认知水平影响其同分异构体问题解决。元认知水平高的学生,同分异构体测试得分高,所以教师要注重培养学生元认知能力。通过研究为教学提出以下建议：(1)优化传统教学方法,帮助学生更好的学习概念。(2)培养学生元认知能力,调动学生学习积极主动性。(3)转换传统诊断视角,重视学生问题解决心理机制。(4)挖掘优生潜在资源,以“优”带“差”促进共同进步。最后一部分：研究总结及反思,包括对本研究进行总结及对研究的创新点和不足之处进行反思。
[Abstract]:It is an important task of chemistry to cultivate students' ability to solve chemical problems. Organic chemistry is an important part of chemistry, and isomer knowledge is an important knowledge point of chemistry, which runs through the study of organic chemistry. Thus, it can be seen that it is important to explore the problem solving of students' isomer. Based on the theory of metacognition and problem-solving, this study adopts the combination of group test, typical interview and oral report, and takes the sophomore students as the research object. The students are tested by isomorphism test, metacognition level survey scale, isomorphism concept interview and isomer metacognition oral report. This paper also studies the students' metacognition level and isomorphism problem solving from the aspects of students' academic level and gender, and further studies the problem solving mechanism of students' metacognition affecting isomorphism. This paper mainly includes five parts: the first part: put forward the importance of this research topic, related problems and research status, clarify the research content and methods, research purpose and significance. The second part: through reading the relevant theoretical literature at home and abroad, and makes a detailed review of the research of guidance theory and related issues, to provide theoretical support for this study. The third part: the specific description of the process and methods of empirical research, including the compilation process of research tools, the basis for the selection of research objects and the research methods and procedures adopted. The fourth part: statistics and analysis of the scale and test, and combined with SPSS19.0 and EXCEL data analysis, draw conclusions, and targeted to provide suggestions for teaching. The main research and analysis are as follows: (1) to study the learning situation of students' isomorphism concept, and to attribute it through typical interviews. (2) to study the problem solving of students' isomorphism from two aspects of sex and academic level through the application test of isomorphism concept. (3) to investigate the students' metacognition level, from the academic level, This paper analyzes the influencing factors of students' metacognition level from two aspects of gender. (4) to explore the relationship between metacognition level and isomorphism problem solving, and to select different levels of students to make oral reports on isomorphism metacognition, and to analyze the psychological mechanism of students' problem-solving. Through the study, we mainly draw the following conclusions: (1) students' academic level affects their isomorphism problem solving, and students with high academic level have higher scores. (2) students' academic level affects their metacognition level, and students with high academic level have higher metacognition level. (3) students' metacognition level affects their isomorphism problem solving. Students with high metacognition level have high scores in isomorphism test, so teachers should pay attention to cultivating students' metacognition ability. Through the research, the following suggestions are put forward for teaching: (1) optimizing traditional teaching methods to help students better learn concepts. (2) cultivating students' metacognition ability and mobilizing students' active learning initiative. (3) changing the perspective of traditional diagnosis and paying attention to students' psychological mechanism of problem solving. (4) excavating the potential resources of excellent students to promote common progress with "excellent" and "poor". The last part: the summary and reflection of the study, including the summary of this study and the innovation and shortcomings of the study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
本文编号：2500398
[Abstract]:It is an important task of chemistry to cultivate students' ability to solve chemical problems. Organic chemistry is an important part of chemistry, and isomer knowledge is an important knowledge point of chemistry, which runs through the study of organic chemistry. Thus, it can be seen that it is important to explore the problem solving of students' isomer. Based on the theory of metacognition and problem-solving, this study adopts the combination of group test, typical interview and oral report, and takes the sophomore students as the research object. The students are tested by isomorphism test, metacognition level survey scale, isomorphism concept interview and isomer metacognition oral report. This paper also studies the students' metacognition level and isomorphism problem solving from the aspects of students' academic level and gender, and further studies the problem solving mechanism of students' metacognition affecting isomorphism. This paper mainly includes five parts: the first part: put forward the importance of this research topic, related problems and research status, clarify the research content and methods, research purpose and significance. The second part: through reading the relevant theoretical literature at home and abroad, and makes a detailed review of the research of guidance theory and related issues, to provide theoretical support for this study. The third part: the specific description of the process and methods of empirical research, including the compilation process of research tools, the basis for the selection of research objects and the research methods and procedures adopted. The fourth part: statistics and analysis of the scale and test, and combined with SPSS19.0 and EXCEL data analysis, draw conclusions, and targeted to provide suggestions for teaching. The main research and analysis are as follows: (1) to study the learning situation of students' isomorphism concept, and to attribute it through typical interviews. (2) to study the problem solving of students' isomorphism from two aspects of sex and academic level through the application test of isomorphism concept. (3) to investigate the students' metacognition level, from the academic level, This paper analyzes the influencing factors of students' metacognition level from two aspects of gender. (4) to explore the relationship between metacognition level and isomorphism problem solving, and to select different levels of students to make oral reports on isomorphism metacognition, and to analyze the psychological mechanism of students' problem-solving. Through the study, we mainly draw the following conclusions: (1) students' academic level affects their isomorphism problem solving, and students with high academic level have higher scores. (2) students' academic level affects their metacognition level, and students with high academic level have higher metacognition level. (3) students' metacognition level affects their isomorphism problem solving. Students with high metacognition level have high scores in isomorphism test, so teachers should pay attention to cultivating students' metacognition ability. Through the research, the following suggestions are put forward for teaching: (1) optimizing traditional teaching methods to help students better learn concepts. (2) cultivating students' metacognition ability and mobilizing students' active learning initiative. (3) changing the perspective of traditional diagnosis and paying attention to students' psychological mechanism of problem solving. (4) excavating the potential resources of excellent students to promote common progress with "excellent" and "poor". The last part: the summary and reflection of the study, including the summary of this study and the innovation and shortcomings of the study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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