中學化學“氧化還原反應(yīng)”核心概念及其學習進階研究
發(fā)布時間：2018-09-10 13:16
【摘要】：為了改變目前科學課程學習內(nèi)容零散雜亂且銜接不當?shù)默F(xiàn)狀,學習進階在近十幾年成為了中外教育領(lǐng)域的研究熱點。2007年,美國國家研究理事會將學習進階定義為“對學生在一個時間跨度內(nèi)學習和探究某一主題時,依次進階、逐級深化的思維方式的描述�！痹陔S后的十幾年間,學習進階被學術(shù)界廣泛迅速的運用。在美國科學教育課程編寫的過程中起著舉足輕重的地位。本文梳理了國內(nèi)外的研究結(jié)果,總結(jié)出學習進階是以核心概念為主要教學內(nèi)容,描述學生在學習中經(jīng)歷的無數(shù)中間水平,最終掌握學科知識結(jié)構(gòu)框架,實現(xiàn)自我認知發(fā)展的,不斷積累,不斷演化的過程。核心概念是指位于學科結(jié)構(gòu)的主干部分且已經(jīng)經(jīng)過檢驗的科學概念,它能整合若干關(guān)鍵概念原理和理論,促進學生對于學科知識的理解和自我的認知水平,并且?guī)椭鷮W生在長時間內(nèi)將其廣泛應(yīng)用于生活中從而理解并且解決生活中的相關(guān)問題。本研究以對核心概念的理解為切入點,以“氧化還原反應(yīng)”為核心內(nèi)容主題,構(gòu)建基于“氧化還原反應(yīng)”核心概念的學習進階,以促進教師的教學和學生的學習,以及課程領(lǐng)域和評價領(lǐng)域的發(fā)展。本研究的理論研究部分主要對國內(nèi)外關(guān)于核心概念,化學核心概念,化學核心概念教學以及學習進階的研究進行梳理分析,從而構(gòu)建基于“氧化還原反應(yīng)”學習進階的理論框架。本研究根據(jù)最新高中課程標準及高考大綱對“氧化還原反應(yīng)”相應(yīng)知識點所做的要求,結(jié)合人教版初高中化學教材,對相關(guān)“氧化還原反應(yīng)”基本概念和基本理論進行了分學段整理,利用概念圖概括出中學化學“氧化還原反應(yīng)”領(lǐng)域的核心概念,分別是“得氧失氧”,“化合價”,“氧化性(還原性)”,“電子守恒”,“原電池(電解池)”,并且基于認識論的角度深化對于核心概念的理解。在關(guān)于核心概念的學習進階的構(gòu)建上,本文借鑒“結(jié)構(gòu)中心設(shè)計法”,通過對初高中課程標準,人教版化學教材以及相關(guān)已有文獻的研究,對于學習進階的“階”按照學段劃分,分析出學生在每一個學段應(yīng)該實現(xiàn)的核心概念的理解目標,提出關(guān)于“氧化還原反應(yīng)”核心概念的學習進階。實證研究部分是本論文的核心部分,旨在探究“氧化還原反應(yīng)”核心概念的學習進階構(gòu)建的教學方案應(yīng)用于實際教學中是否能夠促進教師的教學和學生的學習。本研究假設(shè)基于核心概念的學習進階應(yīng)用于實際教學中能夠幫助教師掌握學情,明確學習目標,促進教師的教學,提高學生的成績和認知水平。通過測試調(diào)查兩個班的學生對于人教版化學教材中“氧化還原反應(yīng)”各核心概念的學習情況,發(fā)現(xiàn)學生對于核心概念“化合價”和“電子守恒”還存在問題和障礙,從而構(gòu)建相應(yīng)核心概念的學習進階的教學設(shè)計,將其應(yīng)用于實驗班的教學中,而在對照班采用傳統(tǒng)教學方案。最后通過后測,以驗證教學效果。在實驗結(jié)果,本文應(yīng)用SPSS statistics 19.0軟件分別對對照班的前后測成績和實驗班的前后測成績進行了測試。從顯示的數(shù)據(jù)中可以看出,實驗班的前后測的平均分比對照組前后測的平均分存在更大的顯著性差異。因此可以說明,本研究所設(shè)計的“氧化還原反應(yīng)”的核心概念的學習進階的教學方案能夠促進教師的教學質(zhì)量和提高學生的成績。本研究是對“氧化還原反應(yīng)”核心概念的學習進階的研究,力求探索有助于教師的教學和學生的學習的策略。結(jié)合理論研究和實證研究,最終得出以下四點結(jié)論:(一)“氧化還原反應(yīng)”是中學階段位于學科結(jié)構(gòu)主干部分的核心概念。(二)“氧化還原反應(yīng)”核心概念的學習進階反映了學生概念發(fā)展路徑。(三)相異構(gòu)想是學生在“氧化還原反應(yīng)”學習進階發(fā)展中的重要階段。(四)“氧化還原反應(yīng)”核心概念的學習進階可以有效地促進教學質(zhì)量。本研究尚存在一些不足,如受樣本容量和時間的限制,不能對核心概念的學習進階做長期的實證研究,不能提供更有力的研究成果以說明學習進階應(yīng)用于實踐中的效果。
[Abstract]:In order to change the present situation that the contents of science courses are scattered, disordered and inappropriately linked up, advanced learning has become a hot spot in the field of education both at home and abroad in the last decade. In the following ten years, advanced learning has been widely and rapidly used in academic circles. It plays an important role in the process of Compiling Science Education Curriculum in the United States. The core concept refers to the scientific concept which is located in the main body of the subject structure and has been tested. It can integrate some key concepts and theories, and promote students'knowledge of the subject. Understanding and self-awareness level, and help students to use it in life for a long time to understand and solve life-related problems. This study takes the understanding of core concepts as a breakthrough point, with "redox reaction" as the core content theme, to build a learning based on the core concept of "redox reaction". The theoretical research part of this study mainly combs and analyzes the research on core concepts, chemical core concepts, chemical core concepts teaching and learning progress at home and abroad, so as to construct learning based on "redox reaction" According to the latest high school curriculum standards and the requirements of the college entrance examination syllabus for the corresponding knowledge points of "oxidation-reduction reaction", this study combines the junior and senior high school chemistry textbooks published by the People's Education Press to sort out the basic concepts and theories of "oxidation-reduction reaction" by stages, and generalizes the "oxygen" in middle school chemistry by using the concept map. The core concepts in the field of chemical reduction reaction are "deoxygenation", "valence", "oxidation (reducibility)", "electron conservation", "galvanic cell (electrolytic cell)" and deepen the understanding of the core concepts from the epistemological point of view. Through the study of the curriculum standards for junior and senior high schools, the chemistry textbooks published by the People's Education Press and the related literature, the design method analyzes the understanding objectives of the core concepts that the students should achieve in each stage according to the stages of study, and puts forward the learning progress of the core concepts of "oxidation-reduction reaction". The research part is the core part of this paper, aiming at exploring whether the teaching scheme of advanced learning of core concepts of "redox reaction" can promote teachers'teaching and students' learning in practical teaching. By investigating the students'learning of the core concepts of "redox reaction" in the chemistry textbooks published by the People's Education Press, we find that there are still some problems and obstacles in students' learning of the core concepts of "valence" and "electronic conservation". The teaching design of the advanced learning of the corresponding core concepts is constructed and applied to the teaching of the experimental class, while the traditional teaching scheme is adopted in the control class. Finally, the teaching effect is verified by the post-test. From the data displayed, it can be seen that the average score of the experimental class before and after the test is more significant than that of the control group before and after the test. This study is an advanced study of the core concepts of redox reaction, aiming at exploring strategies conducive to teachers'teaching and students' learning. (3) Phase isomerism is an important stage in the development of students'learning of "redox reaction". (4) Advanced learning of the core concept of "redox reaction" can effectively promote the quality of teaching. Some shortcomings, such as limited sample size and time, can not do long-term empirical research on the learning progress of core concepts, can not provide more powerful research results to illustrate the effectiveness of learning progress in practice.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8
本文編號：2234550
[Abstract]:In order to change the present situation that the contents of science courses are scattered, disordered and inappropriately linked up, advanced learning has become a hot spot in the field of education both at home and abroad in the last decade. In the following ten years, advanced learning has been widely and rapidly used in academic circles. It plays an important role in the process of Compiling Science Education Curriculum in the United States. The core concept refers to the scientific concept which is located in the main body of the subject structure and has been tested. It can integrate some key concepts and theories, and promote students'knowledge of the subject. Understanding and self-awareness level, and help students to use it in life for a long time to understand and solve life-related problems. This study takes the understanding of core concepts as a breakthrough point, with "redox reaction" as the core content theme, to build a learning based on the core concept of "redox reaction". The theoretical research part of this study mainly combs and analyzes the research on core concepts, chemical core concepts, chemical core concepts teaching and learning progress at home and abroad, so as to construct learning based on "redox reaction" According to the latest high school curriculum standards and the requirements of the college entrance examination syllabus for the corresponding knowledge points of "oxidation-reduction reaction", this study combines the junior and senior high school chemistry textbooks published by the People's Education Press to sort out the basic concepts and theories of "oxidation-reduction reaction" by stages, and generalizes the "oxygen" in middle school chemistry by using the concept map. The core concepts in the field of chemical reduction reaction are "deoxygenation", "valence", "oxidation (reducibility)", "electron conservation", "galvanic cell (electrolytic cell)" and deepen the understanding of the core concepts from the epistemological point of view. Through the study of the curriculum standards for junior and senior high schools, the chemistry textbooks published by the People's Education Press and the related literature, the design method analyzes the understanding objectives of the core concepts that the students should achieve in each stage according to the stages of study, and puts forward the learning progress of the core concepts of "oxidation-reduction reaction". The research part is the core part of this paper, aiming at exploring whether the teaching scheme of advanced learning of core concepts of "redox reaction" can promote teachers'teaching and students' learning in practical teaching. By investigating the students'learning of the core concepts of "redox reaction" in the chemistry textbooks published by the People's Education Press, we find that there are still some problems and obstacles in students' learning of the core concepts of "valence" and "electronic conservation". The teaching design of the advanced learning of the corresponding core concepts is constructed and applied to the teaching of the experimental class, while the traditional teaching scheme is adopted in the control class. Finally, the teaching effect is verified by the post-test. From the data displayed, it can be seen that the average score of the experimental class before and after the test is more significant than that of the control group before and after the test. This study is an advanced study of the core concepts of redox reaction, aiming at exploring strategies conducive to teachers'teaching and students' learning. (3) Phase isomerism is an important stage in the development of students'learning of "redox reaction". (4) Advanced learning of the core concept of "redox reaction" can effectively promote the quality of teaching. Some shortcomings, such as limited sample size and time, can not do long-term empirical research on the learning progress of core concepts, can not provide more powerful research results to illustrate the effectiveness of learning progress in practice.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.8
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