發(fā)布時(shí)間：2018-02-04 04:20

  本文關(guān)鍵詞： 中學(xué)生 學(xué)習(xí)進(jìn)程 三重表征 化學(xué)反應(yīng)與能量　出處：《揚(yáng)州大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：化學(xué)學(xué)習(xí)中的三重表征(threefold representation)主要是指宏觀可感觸的宏觀表征：化學(xué)符號(hào)(元素符號(hào)、化學(xué)式、化學(xué)方程式、圖示等)來(lái)表示物質(zhì)及其變化規(guī)律的符號(hào)表征、摸不著的、不可見的知識(shí)、概念或者信息在大腦中記載和呈現(xiàn)的微觀表征：學(xué)習(xí)進(jìn)程(learning progressions)主要是指在一個(gè)適當(dāng)?shù)臅r(shí)間跨度下,人們對(duì)某一知識(shí)或事物的思維逐漸變得更加復(fù)雜和精致地過程。學(xué)生的學(xué)習(xí)進(jìn)程和三重表征是學(xué)生在中學(xué)學(xué)習(xí)化學(xué)時(shí)的重要表現(xiàn),資料顯示目前國(guó)內(nèi)對(duì)學(xué)習(xí)進(jìn)程和三重表征的研究還比較少,在中學(xué)化學(xué)方面的研究更是不成體系,國(guó)內(nèi)還未曾有人將學(xué)習(xí)進(jìn)程和三重表征理論相結(jié)合來(lái)進(jìn)行研究。為此,筆者立足于化學(xué)反應(yīng)與能量作為切口,對(duì)學(xué)習(xí)進(jìn)程和三重表征理論進(jìn)行了深度的剖析和延伸,同時(shí)兼顧過去的研究結(jié)果與現(xiàn)階段學(xué)生的實(shí)際表現(xiàn)形式,本論文的整個(gè)研究過程中采取了概念解釋、文獻(xiàn)分析、知識(shí)體系圖、問卷測(cè)試等多種方法進(jìn)行深入探查。筆者首先分別對(duì)國(guó)內(nèi)外學(xué)習(xí)進(jìn)程和三重表征的相關(guān)文獻(xiàn)行探查以理清學(xué)習(xí)進(jìn)程和三重表征的意涵、特征與研究方法：其次根據(jù)所討論出的學(xué)習(xí)進(jìn)程和三重表征的研究方法設(shè)計(jì)出了“化學(xué)反應(yīng)中的能量轉(zhuǎn)化”相關(guān)知識(shí)概念的學(xué)習(xí)進(jìn)程水平架構(gòu),在大量理論研究的基礎(chǔ)上,編制了初三、高一、高二三個(gè)年級(jí)的“化學(xué)反應(yīng)與能量”的測(cè)試問卷,筆者在做問卷之前我們有一個(gè)基本假設(shè)：隨著學(xué)生學(xué)習(xí)進(jìn)程水平的提高,學(xué)生的表征水平也會(huì)隨之提高：然后通過IBM spss statistics19軟件對(duì)調(diào)查測(cè)試卷的結(jié)果進(jìn)行了信度、可靠性、相關(guān)性、差異性等的數(shù)據(jù)統(tǒng)計(jì)和分析；最后結(jié)合測(cè)試卷結(jié)果的反饋提出了相關(guān)教學(xué)的意見,從而期望能夠提高中學(xué)生的三重表征的能力,并為廣大教師和學(xué)者作為學(xué)習(xí)和研究的參考。本研究通過對(duì)初中化學(xué)課程標(biāo)準(zhǔn)、高中課程標(biāo)準(zhǔn)和初中化學(xué)教材、高中化學(xué)教材并結(jié)合中高考試題的分析,并以建構(gòu)主義學(xué)習(xí)理論、認(rèn)知發(fā)展理論和信息加工理論為指導(dǎo),通過測(cè)試卷探查了初高中學(xué)生不同時(shí)期的進(jìn)程水平、表征水平以及進(jìn)程水平與表征水平之間的關(guān)系,并且探查了不同時(shí)期的學(xué)生水平差異的原因,本文研究結(jié)果表明：(1)學(xué)生的表征水平會(huì)隨著學(xué)生學(xué)習(xí)進(jìn)程水平的提高而提高。通過研究發(fā)現(xiàn)初三、高一、高二學(xué)生的學(xué)習(xí)進(jìn)程水平是逐漸遞增的,三重表征水平也是逐漸遞增的,即學(xué)習(xí)進(jìn)程水平和三重表征水平是呈現(xiàn)正相關(guān)的。(2)初三學(xué)生的學(xué)習(xí)進(jìn)程水平和表征水平具有很大的提升潛力。較低的學(xué)習(xí)進(jìn)程水平和三重表征水平都將為以后能夠更加深入地學(xué)習(xí)化學(xué)反應(yīng)中能量的知識(shí)打下良好的基石。(3)學(xué)習(xí)進(jìn)程水平低的學(xué)生微觀表征很低甚至是沒有,所以初三學(xué)生在化學(xué)反應(yīng)中能量相關(guān)知識(shí)的學(xué)習(xí)中只停留在宏觀層次上,感知化學(xué)變化中一些溫度的變化,發(fā)光放熱的現(xiàn)象。(4)不同時(shí)期學(xué)生的宏觀表征水平相差不是很大。通過差異性統(tǒng)計(jì)發(fā)現(xiàn)表征水平1和表征水平1三個(gè)年級(jí)都不存在差異性,相差不是很大,在宏觀表征方面,高年級(jí)的學(xué)生要比低年級(jí)的學(xué)生考慮得更加全面和仔細(xì),而低年級(jí)的學(xué)生大多考慮的比較統(tǒng)一和顯淺。(5)不同時(shí)期的學(xué)習(xí)進(jìn)程水平和表征水平學(xué)生的學(xué)習(xí)興趣、認(rèn)知方式、教材的編排、教師的教學(xué)策略和學(xué)生平時(shí)的習(xí)題有很大的關(guān)系,調(diào)查發(fā)現(xiàn)學(xué)生的表征水平和進(jìn)程水平在性別上不存在統(tǒng)計(jì)意義上的顯著差異。通過對(duì)三個(gè)年級(jí)學(xué)生測(cè)試卷的結(jié)果進(jìn)行分析,并且利用spss(19.0)進(jìn)行相關(guān)變量的統(tǒng)計(jì),得出了不同時(shí)期學(xué)生學(xué)習(xí)進(jìn)程水平和表征水平的相關(guān)規(guī)律和結(jié)論,并在總結(jié)結(jié)論的過程中引發(fā)出一系列的思考,最終對(duì)我們教師教學(xué)產(chǎn)生了一系列的啟迪。
[Abstract]:Three representations in chemistry learning (threefold representation) mainly refers to the macro characterization of macroscopic feelings: (chemical symbol symbols, chemical formula, chemical equations, diagrams) to represent symbolic representation materials and its change rule, touched, invisible knowledge, concept or the information recorded and presented in the brain the microstructure characterization: learning process (learning progressions) mainly refers to a proper time span, people thinking of a knowledge or things gradually become more complex and delicate process. Students' learning process and the three representation is an important performance of students in middle school chemistry, information shows the current the domestic research on learning process and characterization of three is still relatively small, the study in middle school chemistry is not a system, there is no domestic people will combine the learning process and Three Representation Theory Study. Therefore, the author based on the chemical reaction and energy as the incision, to the learning process and the Three Representations Theory of the extension and depth of the analysis, taking into account the actual form of research results in the past and present students, explain the concept, take the research process of this paper in the literature analysis, knowledge map the questionnaire, testing and other methods to conduct in-depth exploration. The author firstly at home and abroad on the learning process and the three representations of related literature exploration to clarify the learning process and the three representations of the meaning, characteristics and research methods: according to the research methods to discuss the learning process and the characterization of the three designed "the learning process the level of structure transformation in chemical reaction energy related knowledge, based on a lot of theoretical research on the preparation of high grade, a chemical reaction, three senior grade" With the questionnaire, the author in the "energy before we do the questionnaire there is a basic assumption: with the improvement of students' learning process level, representation level students will also improve: and then roll to survey by IBM SPSS statistics19 software the results of reliability, reliability, correlation and difference statistics and the analysis; finally test results of the feedback volume puts forward relevant teaching views, thus expected capacity of three representations can improve middle school students', and for the majority of teachers and scholars as a learning and research reference. This research through to the junior middle school chemistry curriculum standard, curriculum standard of high school and junior high school chemistry teaching, high school chemistry textbook and combined with the analysis of the college entrance examination, and the constructivist learning theory, cognitive development theory and information processing theory, through the test of initial exploration of high school students of different During the process, the relationship between level of representation and process level and the level of representation, and explored the reasons between the level of students in different periods, the results of this study indicate that: (1) characterize the level of students will improve with the improvement of students' learning process level. Through the study found that a high grade, high school students' learning. The process level is gradually increasing, the three level of representation is gradually increasing, the learning process level and the three level of representation is positively correlated. (2) the learning process level and representation level of middle school students has great potential to improve the lower learning process level and representation level will be three the future will be more in-depth study of energy in chemical reaction knowledge to lay a good foundation. (3) the students' learning process low level micro characterization is very low or even no, so junior students in Chemistry Study of energy related knowledge in response to only stop at the macro level, changes in temperature sensing chemical changes in luminescence exothermic phenomenon. (4) the macro level of representation in different periods of students are not that great. Through the statistical characterization of level 1 and found 1 Characterization of water three grade there is no difference that difference is not great, in the macroscopic representation, students of higher grade than the low grade students have to consider a more comprehensive and careful, while low grade students mostly consider uniform and simple. (5) the learning process level and representation level of students in different periods of interest in learning, cognitive style, teaching materials the arrangement, have a great relationship teaching strategy for teachers and students' daily exercises, the survey found the level of students' level of representation and process there is no statistically significant difference in gender of students through three grade. 嫻嬭瘯鍗風(fēng)殑緇撴灉榪涜鍒嗘瀽,騫朵笖鍒╃敤spss(19.0)榪涜鐩稿叧鍙橀噺鐨勭粺璁，

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