【摘要】：近年來,由于高校擴(kuò)招,導(dǎo)致大學(xué)生綜合素質(zhì)有所下降,部分學(xué)生文化基礎(chǔ)差,且隨著就業(yè)壓力的增大,學(xué)生感覺前途渺茫,對學(xué)習(xí)不感興趣,有畏學(xué)、厭學(xué)的情緒。非智力因素能夠幫助學(xué)生克服不良情緒,調(diào)動學(xué)生學(xué)習(xí)的主動性和積極性,激發(fā)學(xué)生的內(nèi)驅(qū)力。化學(xué)是一門科學(xué)性、知識性、實(shí)驗(yàn)性綜合在一起的學(xué)科,化學(xué)實(shí)驗(yàn)?zāi)軌驇椭鷮W(xué)生樹立積極的人生觀,調(diào)動學(xué)生的積極性,激發(fā)學(xué)生學(xué)習(xí)的熱情,培養(yǎng)學(xué)生解決問題的能力和創(chuàng)新意識,有助于學(xué)生解決就業(yè)難題,對學(xué)生具有深遠(yuǎn)的意義。通過化學(xué)實(shí)驗(yàn),能夠開發(fā)學(xué)生的各種潛能,培養(yǎng)學(xué)生良好的非智力因素。同時,良好的非智力因素對學(xué)生的心理活動起動力、調(diào)節(jié)、導(dǎo)向、控制等作用,能保證學(xué)生在化學(xué)實(shí)驗(yàn)中發(fā)揮主體作用,有助于化學(xué)實(shí)驗(yàn)教學(xué)的開展。 本文在查閱大量文獻(xiàn)的基礎(chǔ)上,研究了國內(nèi)外有關(guān)非智力因素的現(xiàn)狀,以加納德的多元智能理論、韋納的成敗歸因理論、馬斯洛的自我實(shí)現(xiàn)理論(需要層次理論)、班杜拉的自我效能感理論、孔子的因材施教思想作為理論指導(dǎo),設(shè)計(jì)調(diào)查問卷,對甘肅省某大學(xué)化工學(xué)院的2009級和2010級學(xué)生抽樣調(diào)查,分析了目前化工專業(yè)學(xué)生非智力因素的現(xiàn)狀,進(jìn)而提取出在大學(xué)實(shí)驗(yàn)教學(xué)中對學(xué)生影響較大的非智力因素,即：學(xué)生無職業(yè)生涯規(guī)劃、師生關(guān)系不融洽、自信心不足、學(xué)習(xí)動機(jī)不強(qiáng)、情感與意志脆弱、實(shí)驗(yàn)結(jié)構(gòu)不合理等六個因素。為解決這些問題,在對學(xué)校相關(guān)政策調(diào)研的基礎(chǔ)上,認(rèn)真分析化學(xué)化工專業(yè)的培養(yǎng)方案和課程設(shè)置,并通過與一線實(shí)驗(yàn)教學(xué)教師的交流,結(jié)合目前大學(xué)實(shí)驗(yàn)教學(xué)改革的現(xiàn)狀,就在化學(xué)實(shí)驗(yàn)教學(xué)中培養(yǎng)學(xué)生的非智力因素,提出以下策略： (1)開展各種形式的職業(yè)生涯教育,增強(qiáng)學(xué)生面對未來的信心,有助于學(xué)生提高非智力因素水平； (2)幫助經(jīng)濟(jì)困難學(xué)生解除后顧之憂,使學(xué)生安心而有尊嚴(yán)地學(xué)習(xí)； (3)創(chuàng)造良好的師生關(guān)系和同學(xué)關(guān)系,為學(xué)生提供一個心情舒暢、氣氛融洽的心理環(huán)境; (4)引導(dǎo)學(xué)生樹立遠(yuǎn)大的理想、積極的態(tài)度和明確的價值觀,激發(fā)學(xué)生內(nèi)在學(xué)習(xí)動機(jī)； (5)發(fā)揮化學(xué)實(shí)驗(yàn)課的優(yōu)勢,培養(yǎng)學(xué)生興趣和情感、錘煉學(xué)生意志、提高自我效能感； (6)結(jié)合專業(yè)特點(diǎn),適當(dāng)增加綜合性、設(shè)計(jì)性、探究性實(shí)驗(yàn),嚴(yán)格要求,全面培養(yǎng)學(xué)生的科學(xué)素養(yǎng)。 在提出培養(yǎng)策略的基礎(chǔ)上,結(jié)合實(shí)踐教學(xué)改革的要求,根據(jù)化工專業(yè)實(shí)驗(yàn)特點(diǎn),選取典型實(shí)驗(yàn)進(jìn)行了探究性、設(shè)計(jì)性和綜合性實(shí)驗(yàn)教學(xué)設(shè)計(jì),在實(shí)驗(yàn)教學(xué)的各個環(huán)節(jié)：文獻(xiàn)調(diào)研、方案設(shè)計(jì)、物質(zhì)的制備及表征、配方設(shè)計(jì)中對學(xué)生的非智力因素進(jìn)行培養(yǎng)。
[Abstract]:In recent years, due to the expansion of enrollment in colleges and universities, the comprehensive quality of college students has declined, and some students' cultural basis is poor. With the increase of employment pressure, students feel that their future is slim, they are not interested in learning, they are afraid of learning, and they are tired of learning. Non-intelligence factors can help students overcome bad emotions, arouse students' initiative and enthusiasm, and stimulate students' internal drive. Chemistry is a scientific, intellectual, experimental integrated subject, chemical experiments can help students to establish a positive outlook on life, arouse the enthusiasm of students, stimulate the enthusiasm of students to learn. Cultivating students' problem-solving ability and innovative consciousness is helpful to solve employment problems and has far-reaching significance to students. Through the chemistry experiment, can develop the student each kind of potential, trains the student good non-intelligence factor. At the same time, good non-intelligence factors play a role in driving, regulating, guiding and controlling students' psychological activities, which can ensure students to play a major role in chemical experiments and contribute to the development of chemical experiment teaching. Based on a large number of references, this paper studies the current situation of non-intelligence factors at home and abroad, taking the theory of multiple intelligences of Ghana, Weiner's attribution theory of success and failure, Maslow's theory of self-realization (need hierarchy theory), Bandura's theory of self-efficacy and Confucius's thought of teaching students according to their aptitude were used as theoretical guidance. Questionnaires were designed to sample the students of Grade 2009 and Grade 2010 of a chemical engineering college in Gansu Province. This paper analyzes the present situation of non-intelligence factors of chemical students, and then extracts the non-intelligence factors which have great influence on students in college experiment teaching, that is, students have no career planning, the relationship between teachers and students is not harmonious, and their self-confidence is insufficient. Learning motivation is not strong, emotion and will are weak, experiment structure is unreasonable and so on. In order to solve these problems, on the basis of the investigation and investigation on the relevant policies of the school, the training plan and curriculum design of chemical and chemical specialty are analyzed carefully, and through the communication with the first-line experimental teaching teachers, the present situation of the university experiment teaching reform is combined. The following strategies are put forward to cultivate students' non-intelligence factors in chemistry experiment teaching: (1) to develop various forms of career education to enhance students' confidence in facing the future and to help students improve their level of non-intelligence factors; (2) helping students with financial difficulties to relieve their worries and make them study with peace of mind and dignity; (3) to create a good relationship between teachers and students, to provide students with a good mood and a harmonious psychological environment; (4) guiding students to set up lofty ideal, positive attitude and clear values, so as to stimulate students' intrinsic learning motivation; (5) give full play to the advantages of chemistry experiment class, cultivate students' interest and emotion, train students' will and improve their sense of self-efficacy; (6) according to the characteristics of the major, we should increase the comprehensive, design, inquiry experiment, strict requirement, and cultivate the students' scientific accomplishment. On the basis of the training strategy and the requirements of the practice teaching reform, according to the characteristics of chemical engineering experiments, the typical experiments were selected to carry out inquiry, design and comprehensive experimental teaching design. In all aspects of experimental teaching, such as literature investigation, scheme design, preparation and characterization of substances, and formula design, students' non-intelligence factors are cultivated.
【學(xué)位授予單位】：西北民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4;O6-4

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