本文選題：高考試卷　切入點(diǎn)：有機(jī)化學(xué)試題　出處：《新疆師范大學(xué)》2015年碩士論文

【摘要】：有機(jī)化學(xué)知識(shí)是中學(xué)化學(xué)學(xué)科知識(shí)的重要組成部分。由于它在培養(yǎng)學(xué)生思維能力、自學(xué)能力、問(wèn)題解決能力等方面發(fā)揮著不可代替的作用,成為中學(xué)化學(xué)測(cè)試的重要內(nèi)容。在基礎(chǔ)教育課程改革及高考改革背景下,本研究以《普通高中化學(xué)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》和《普通高等學(xué)校招生全國(guó)統(tǒng)一考試大綱(課程標(biāo)準(zhǔn)實(shí)驗(yàn)版)》為依據(jù),選取2007-2014年全國(guó)高考化學(xué)試卷中“有機(jī)化學(xué)知識(shí)”試題為樣本并對(duì)其進(jìn)行量化分析。本研究的具體內(nèi)容如下:第一部分:查閱和梳理了有關(guān)高考化學(xué)試卷的研究成果,闡述了對(duì)高考化學(xué)試卷中“有機(jī)化學(xué)知識(shí)”研究的理論基礎(chǔ),確立了分析高考化學(xué)卷中有機(jī)化學(xué)知識(shí)內(nèi)容的四個(gè)維度(即呈現(xiàn)方式設(shè)計(jì),內(nèi)容情境構(gòu)建,學(xué)科知識(shí)考查,學(xué)科思想方法滲透)。第二部分:首先,采用統(tǒng)計(jì)比較法分析樣本發(fā)現(xiàn)有機(jī)化學(xué)試題的知識(shí)內(nèi)容兼?zhèn)浠A(chǔ)性和綜合性,呈現(xiàn)方式多樣且穩(wěn)中有變。其次,基于PISA情境分類分析樣本發(fā)現(xiàn)總體樣本中含有試題情境的有機(jī)化學(xué)試題占有機(jī)化學(xué)知識(shí)內(nèi)容總題量約為37%,試題情境的數(shù)量呈增加的趨勢(shì),但試題情境來(lái)源有局限;低、中、高認(rèn)知層次情境的考查在整體樣本中的比例約為5:6:9,高認(rèn)知層次的試題情境呈遞增趨勢(shì)。再者,采用內(nèi)容分析法分析樣本發(fā)現(xiàn)有機(jī)化學(xué)試題知識(shí)的考查以主干知識(shí)為主,知識(shí)點(diǎn)覆蓋較全面;對(duì)知識(shí)點(diǎn)的考查較多地分布在理解和分析水平、部分處在認(rèn)識(shí)水平,注重對(duì)學(xué)生觀察能力、思維能力、實(shí)驗(yàn)?zāi)芰皢?wèn)題解決能力的考查。最后,化學(xué)學(xué)科思想方法在試題中滲透兼?zhèn)湄S富性和內(nèi)隱性的特點(diǎn)。第三部分:結(jié)合上述對(duì)有機(jī)化學(xué)試題的特點(diǎn)分析結(jié)果,對(duì)命題者提出如下建議:重視多從身邊挖掘素材,創(chuàng)設(shè)新穎多樣的情境;顯化學(xué)科思想方法的滲透,凸顯“以能力立意”命制理念。為促進(jìn)學(xué)生學(xué)科能力的形成與發(fā)展,建議一線教師多采用如下教學(xué)策略:引導(dǎo)學(xué)生拆解試題呈現(xiàn)方式,提高學(xué)生信息處理能力;幫助學(xué)生多角度認(rèn)識(shí)化學(xué)反應(yīng),建立知識(shí)網(wǎng)絡(luò)模型;注重梳理學(xué)科思想方法,協(xié)同促進(jìn)學(xué)生掌握知識(shí)與發(fā)展能力。
[Abstract]:Organic chemistry knowledge is an important part of chemistry knowledge in middle school. It plays an irreplaceable role in cultivating students' thinking ability, self-study ability, problem-solving ability and so on. Under the background of basic education curriculum reform and college entrance examination reform, This study is based on the General Senior High School Chemistry Curriculum Standard (experiment) and the National Unified examination syllabus for admission of College students (Curriculum Standard Experimental Edition). The organic chemistry knowledge of the national college entrance examination paper from 2007 to 2014 is selected as the sample and the quantitative analysis is carried out. The specific contents of this study are as follows: part one: checking and combing the research results of the chemical examination paper of the college entrance examination. This paper expounds the theoretical basis of the study of "organic chemistry knowledge" in the college entrance examination paper, and establishes the four dimensions of analyzing the content of organic chemistry knowledge in the college entrance examination chemistry paper (that is, the design of presentation mode, the construction of content situation, and the examination of subject knowledge. The second part: first, using the statistical comparison method to analyze the samples of organic chemistry test, we find that the knowledge content of the organic chemistry test is both basic and comprehensive, and it presents various ways and changes in stability. Based on the PISA situational classification analysis, it was found that the total number of organic chemistry questions containing the test question situation in the total sample was about 37%, and the number of the test question situation showed an increasing trend, but the source of the test question situation was limited, low, middle, low, low, low, low, low, low, low, low, low, low, low, and low. The proportion of high cognitive situation in the whole sample was about 5: 6: 9, and the situation of high cognitive level showed an increasing trend. Furthermore, the content analysis method was used to analyze the samples and found that the main knowledge was the main body of knowledge in organic chemistry test questions. Knowledge points cover more comprehensively; the examination of knowledge points is more distributed in the level of understanding and analysis, part in the level of understanding, pay attention to the students' observation ability, thinking ability, experimental ability and problem-solving ability. The ideological methods of chemistry subject permeate both richness and recessive characteristics in the examination questions. Part three: combined with the above analysis of the characteristics of the organic chemistry test, the following suggestions are put forward to the propositions: pay more attention to excavating materials from the side, In order to promote the formation and development of students' subject ability, it is necessary to create novel and diverse situations, to show the infiltration of the ideological methods of chemistry, to highlight the idea of "thinking with ability", and to promote the formation and development of students' academic ability. It is suggested that teachers should adopt the following teaching strategies: to guide students to solve test questions, to improve students' ability of information processing; to help students to understand chemical reactions from different angles, to establish knowledge network models; to pay attention to combing the thought methods of subjects. Cooperate to promote students to master knowledge and develop ability.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 龔偉;王瑋;丁s，

本文編號(hào)：1658808