【摘要】：隨著西方科學(xué)教育研究者對學(xué)習(xí)進(jìn)階的研究,國內(nèi)學(xué)者也逐漸意識(shí)到研究學(xué)習(xí)進(jìn)階的重要意義,越來越多的研究者對本領(lǐng)域進(jìn)行相關(guān)研究。而目前國內(nèi)主流觀點(diǎn)是認(rèn)為學(xué)習(xí)進(jìn)階是學(xué)生在較長的一段時(shí)間內(nèi)思維的發(fā)展變化,基于查閱大量的文獻(xiàn),筆者認(rèn)為其實(shí)一堂課都有進(jìn)階,概念的轉(zhuǎn)變在一堂課都有明顯變化,從微觀角度來看,進(jìn)階每時(shí)每刻都會(huì)發(fā)生變化,學(xué)生的認(rèn)知水平也會(huì)時(shí)刻發(fā)生變化。研究一堂課中某個(gè)概念的進(jìn)階能為大概念體系的進(jìn)階提供樣本,而我國關(guān)于以學(xué)習(xí)進(jìn)階指導(dǎo)教學(xué)的研究并不多,進(jìn)階教學(xué)是否能幫助學(xué)生深入理解概念,是否有利于學(xué)生認(rèn)知水平的發(fā)展呢?這是本文要研究的主要問題。本研究以“分子結(jié)構(gòu)”主題下的“離子鍵”內(nèi)容為載體,通過新手型教師和有經(jīng)驗(yàn)教師對“離子鍵”學(xué)習(xí)進(jìn)程設(shè)計(jì)方案的實(shí)踐,采用紙筆測量工具測量兩個(gè)班學(xué)生的認(rèn)知水平,發(fā)現(xiàn)基于學(xué)習(xí)進(jìn)階精心設(shè)計(jì)的教學(xué)對學(xué)生的學(xué)習(xí)是有效的。然后通過學(xué)生訪談和采用弗朗德斯化學(xué)課堂互動(dòng)分析編碼系統(tǒng)(CCITAS)對課堂錄像轉(zhuǎn)錄文本的話語分析,發(fā)現(xiàn)有經(jīng)驗(yàn)教師的課堂學(xué)生的情感體驗(yàn)和課堂的參與程度更高。本研究主要包括以下四個(gè)部分:一、通過文獻(xiàn)研究法梳理并界定出“分子結(jié)構(gòu)”的核心概念,再根據(jù)課程標(biāo)準(zhǔn)的要求構(gòu)建“微粒間的作用力”學(xué)習(xí)進(jìn)階框架,然后根據(jù)框架的假設(shè)進(jìn)行“離子鍵”學(xué)習(xí)進(jìn)程設(shè)計(jì),并將兩個(gè)班老師的教學(xué)設(shè)計(jì)方案進(jìn)行對比分析。二、通過紙筆測驗(yàn)法對兩個(gè)班學(xué)生進(jìn)行前測和后測。在進(jìn)行教學(xué)實(shí)踐研究之前,對學(xué)生進(jìn)行前測,以了解學(xué)生的已有認(rèn)知水平,在教學(xué)實(shí)踐完成之后,對兩個(gè)班學(xué)生進(jìn)行“離子鍵”相關(guān)內(nèi)容的測試,比較兩個(gè)班學(xué)生的概念理解情況。三、測試完成后,從兩個(gè)班中抽取有代表性的學(xué)生進(jìn)行訪談,全面了解學(xué)生對本節(jié)課的感受和體驗(yàn)。四、課堂互動(dòng)分析。通過課堂觀察及錄像,分別錄制兩個(gè)班的課堂教學(xué)過程,然后筆者通過觀察、記錄將錄制的視頻轉(zhuǎn)錄成文字,按照CCITAS編碼原則進(jìn)行分類編碼,編碼結(jié)束后進(jìn)行定量和定性分析,以了解兩節(jié)課師生的互動(dòng)情況和學(xué)生參與課堂的情況。通過以上研究,得出結(jié)論:教學(xué)實(shí)踐完成后分別對實(shí)驗(yàn)班和對照班的學(xué)生進(jìn)行測試,實(shí)驗(yàn)班學(xué)生的整體成績要明顯高于對照班,并且對于不同認(rèn)知水平要求的題目,實(shí)驗(yàn)班學(xué)生的正答率都比對照班學(xué)生的正答率高。由此可見,相對于經(jīng)驗(yàn)豐富的老教師較隨意的教學(xué),基于學(xué)習(xí)進(jìn)階精心設(shè)計(jì)的教學(xué)對學(xué)生的學(xué)習(xí)是有效的,學(xué)生對概念的理解更深刻,更有利于學(xué)生認(rèn)知水平的發(fā)展。測試完成后分別對兩個(gè)班的三名學(xué)生進(jìn)行訪談,發(fā)現(xiàn)兩個(gè)班的學(xué)生上完本節(jié)課后的感受有差別,實(shí)驗(yàn)班只有一部分學(xué)生比較喜歡聽老師的課,對老師的教學(xué)提出了一些建議,而對照班的學(xué)生大都比較喜歡聽老師的課,學(xué)生聽課都比較認(rèn)真,對老師的教學(xué)十分認(rèn)可。由此可見,兩個(gè)班學(xué)生上完本課后情感體驗(yàn)的不同,也可以看出新手型教師在教學(xué)實(shí)施過程中經(jīng)驗(yàn)的缺乏。通過對兩個(gè)班的課堂互動(dòng)情況進(jìn)行分析后發(fā)現(xiàn),實(shí)驗(yàn)班的課堂互動(dòng)情況不如對照班好,對照班的課堂氣氛更活躍,學(xué)生的參與程度更高,說明新手型教師在教學(xué)實(shí)施過程中比較生硬,不如專家型教師靈活自如。同時(shí),也給我們啟發(fā),新手型教師在組織課堂教學(xué)時(shí),若既能根據(jù)豐富的理論知識(shí)設(shè)計(jì)進(jìn)階教學(xué)過程,又能向?qū)＜倚徒處煂W(xué)習(xí),達(dá)到與學(xué)生的良好互動(dòng),讓學(xué)生積極主動(dòng)參與到課堂中來,那么學(xué)生的認(rèn)知程度會(huì)更高。
[Abstract]:With the study of the advanced study of the western science education researchers, the domestic scholars have gradually realized the importance of the advanced study, and more and more researchers have carried out the relevant research in this field. At present, the domestic main point of view is to think that the learning advanced is the development change of the students' thinking over a long period of time, and based on the reference to a large number of documents, the author thinks that the first class has advanced, the change of the concept has obvious change in a class, from the micro point of view, The step-by-step will change, and the student's cognitive level will change. The advanced teaching of a certain concept in a class can provide a sample for the advanced concept system, and the study of the advanced instruction teaching in China is not much, and whether the advanced teaching can help the students to understand the concept in depth, and is it beneficial to the development of the students' cognitive level? This is the main problem to be studied in this paper. In this study, the content of the ionic bonds under the molecular structure is the carrier, and the cognitive level of the two classes of students is measured by the paper-pen measuring tool through the practice of the design of the ionic bond learning process by the novice teachers and the experienced teachers. It is found that learning based on advanced design of learning is effective in the study of students. Then, through the student interview and the interactive analysis and coding system (CCITAS) of the Flande's Chemistry Classroom, the author found that the emotional experience of the classroom students with experienced teachers and the degree of participation of the class were higher. The research mainly includes four parts: one, the core concept of the 鈥渕olecular structure鈥，

本文編號(hào)：2426195