【摘要】：任務(wù)分析作為教學設(shè)計中的一個重要環(huán)節(jié),可以提高學生的興趣,提高課堂效率,其重要性已經(jīng)被越來越多的教師和學者意識到。研究發(fā)現(xiàn)在中國知網(wǎng)上從2000年——2015年,教學設(shè)計中研究中有很多都應(yīng)用了任務(wù)分析理論和技術(shù),但是到目前為止還很少有研究者運用這種理論和技術(shù)來指導(dǎo)高中化學教學。因此把任務(wù)分析的理論和技術(shù)與高中化學教學相結(jié)合,使高中化學教學有更加豐富的科學理論指導(dǎo)成為一種迫切的需要。本研究首先簡述了任務(wù)分析法的起源和發(fā)展,闡述了其對應(yīng)的心理依據(jù),然后通過文獻總結(jié)出了任務(wù)分析法在教學過程中的運用流程。通過采用訪談法、調(diào)查問卷的形式,對于湖北省潛江市的化學教師在教學中運用“任務(wù)分析”的現(xiàn)狀進行了調(diào)查�；谡{(diào)查結(jié)果,在高二年級選取了兩個班進行為期一個學期的對比實驗研究,設(shè)計了“化學平衡”教學設(shè)計,從多角度驗證了任務(wù)分析法的實際教學效果。本研究結(jié)論有以下兩點：教學效果方面,任務(wù)分析法不僅有助于學習成績的提高,而且有利于學生學生學習興趣的增強。就教師的教學而言,任務(wù)分析法有助于學生短期和長期的成績的提高,且堅持的時間越長效果越明顯。論文的創(chuàng)新之處在于：對于前人關(guān)于任務(wù)分析的研究現(xiàn)狀進行了一個全面而系統(tǒng)的研究,通過大量的采訪調(diào)查問卷調(diào)查了任務(wù)分析理論在當前高中化學教學過程中的現(xiàn)狀,全面而細致的概括了任務(wù)分析法的流程,并進行了一個學期的對比實驗教學,驗證任務(wù)分析法的效果,而且給出了具體的教學設(shè)計案例。本研究的不足是所搜集的樣本比較少,實驗的次數(shù)比較少,只選取了高二年級的兩個班級進行對比實驗,實驗結(jié)論的普遍性有待提高。同時,本研究還可以再搜集一些國外的資料和樣本進行對比實驗分析。
[Abstract]:As an important part of teaching design, task analysis can improve students' interest and improve classroom efficiency. The importance of task analysis has been recognized by more and more teachers and scholars. From 2000 to 2015, many researches on instructional design have applied task analysis theory and technology, but so far few researchers have used this theory and technology to guide chemistry teaching in senior high schools. Therefore, it is an urgent need to combine the theory and technology of task analysis with chemistry teaching in senior high school, so that the teaching of chemistry in senior high school has more abundant scientific theory guidance. In this study, the origin and development of the task analysis method are briefly described, and the corresponding psychological basis is expounded. Then, the application process of the task analysis method in the teaching process is summarized through the literature. By means of interview and questionnaire, the present situation of "task analysis" used by chemistry teachers in Qianjiang City, Hubei Province, was investigated. Based on the results of the investigation, two classes were selected in the second grade of senior high school for a one-semester comparative experiment, and the teaching design of "chemical balance" was designed, and the practical teaching effect of task analysis method was verified from many angles. The conclusion of this study is as follows: in the aspect of teaching effect, task analysis not only contributes to the improvement of academic achievement, but also contributes to the enhancement of students' interest in learning. As far as teachers' teaching is concerned, task analysis is helpful to the improvement of students' short-term and long-term achievement, and the longer the teaching time is, the more obvious the effect is. The innovation of this paper lies in the following: a comprehensive and systematic study on the present situation of task analysis is carried out, and the present situation of task analysis theory in the process of high school chemistry teaching is investigated by a large number of interviews and questionnaires, and the current situation of task analysis theory in high school chemistry teaching is investigated. This paper generalizes the process of task analysis comprehensively and meticulously, and carries on a semester of comparative experiment teaching, validates the effect of task analysis method, and gives a concrete teaching design case. The deficiency of this study is that the samples collected are relatively small, the number of experiments is less, only two classes in the second grade of senior high school are selected for the comparative experiment, and the universality of the experimental conclusion needs to be improved. At the same time, this study can also collect some foreign data and samples for comparative analysis.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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