本文關(guān)鍵詞：學(xué)生與教師化學(xué)問(wèn)題解決認(rèn)知過(guò)程的差異研究　出處：《哈爾濱師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：問(wèn)題解決是人類日常生活所必需的行為活動(dòng),是人與人、自然交流的基本方式。學(xué)生的學(xué)科學(xué)習(xí)也屬于問(wèn)題解決的過(guò)程,化學(xué)作為科學(xué)研究的基本學(xué)科,對(duì)學(xué)生化學(xué)問(wèn)題解決能力有更高的要求。教育界一直將“如何提高問(wèn)題解決能力”作為教育目標(biāo),最終目的是培養(yǎng)學(xué)生解決實(shí)際問(wèn)題的能力。本文以提高學(xué)生實(shí)踐能力與為教師提供相應(yīng)教學(xué)策略為基本目標(biāo),對(duì)高中學(xué)生化學(xué)問(wèn)題解決展開(kāi)研究,同時(shí)為當(dāng)代教育心理學(xué)提供實(shí)證材料,輔助相關(guān)研究的進(jìn)行。本研究從學(xué)生化學(xué)問(wèn)題解決現(xiàn)狀為出發(fā)點(diǎn),通過(guò)對(duì)高中一線化學(xué)教師的訪談與對(duì)學(xué)生化學(xué)問(wèn)題解決過(guò)程的觀察,總結(jié)出學(xué)生化學(xué)問(wèn)題解決存在的三方面問(wèn)題:(1)“數(shù)據(jù)控”,即根據(jù)題目中已有數(shù)據(jù)思考解題方法,為利用所有數(shù)據(jù)解決問(wèn)題而困惑。(2)“速度慢”,即不能夠抓住問(wèn)題的本質(zhì),解決問(wèn)題沒(méi)有規(guī)劃性,隨意實(shí)施步驟浪費(fèi)時(shí)間。(3)“無(wú)方法”,即面對(duì)綜合類型題目,沒(méi)有思路,頭腦中沒(méi)有各知識(shí)點(diǎn)間的連接處。近代,有關(guān)問(wèn)題解決的認(rèn)知心理學(xué)研究稱為熱點(diǎn)問(wèn)題,因其可以從人的認(rèn)知規(guī)律與心理發(fā)展的角度解釋問(wèn)題解決行為的內(nèi)在原因,使我們更加清楚的了解到問(wèn)題解決者問(wèn)題解決過(guò)程的認(rèn)知過(guò)程。根據(jù)以上學(xué)生化學(xué)問(wèn)題解決中存在的問(wèn)題,筆者查閱相關(guān)認(rèn)知心理學(xué)資料,從理論角度對(duì)問(wèn)題的屬性進(jìn)行歸類,高中化學(xué)問(wèn)題解決屬于專業(yè)問(wèn)題解決領(lǐng)域,并查證相關(guān)的研究方法與案例。確定“高中化學(xué)問(wèn)題”與“高中化學(xué)問(wèn)題解決”兩個(gè)核心概念的內(nèi)涵,從化學(xué)問(wèn)題的組成與解決角度分析化學(xué)問(wèn)題解決的特征,并根據(jù)化學(xué)問(wèn)題解決的特征及化學(xué)的學(xué)科特點(diǎn)提出化學(xué)問(wèn)題解決的模式。根據(jù)研究對(duì)象的類別選擇專家—新手研究方法,作出相關(guān)綜述。根據(jù)學(xué)生化學(xué)問(wèn)題解決中出現(xiàn)的實(shí)際問(wèn)題與相關(guān)認(rèn)知心理學(xué)的實(shí)證結(jié)論,本研究首先從理論角度對(duì)三個(gè)實(shí)際存在問(wèn)題進(jìn)行原因剖析,其原因是學(xué)生與教師化學(xué)問(wèn)題解決的認(rèn)知過(guò)程存在三方面的差異:(1)對(duì)問(wèn)題知覺(jué)的刺激與知覺(jué)加工的差異;(2)信息整理與資源分配的差異;(3)頭腦中知識(shí)組織方式的差異。各項(xiàng)差異的分析均以化學(xué)問(wèn)題解決的實(shí)際例子加以解釋。為驗(yàn)證學(xué)生與教師化學(xué)問(wèn)題解決認(rèn)知過(guò)程中是否存在以上差異,本研究采用問(wèn)卷調(diào)查與回訪的方法對(duì)10位高中化學(xué)教師與32名高一學(xué)生進(jìn)行化學(xué)問(wèn)題解決過(guò)程的調(diào)查,為充分驗(yàn)證理論分析結(jié)果的可靠性,調(diào)查問(wèn)卷包括三個(gè)題目,分別針對(duì)學(xué)生與教師化學(xué)問(wèn)題解決認(rèn)知過(guò)程的三項(xiàng)差異設(shè)計(jì)。本文通過(guò)對(duì)問(wèn)卷的仔細(xì)分析,學(xué)生與教師化學(xué)問(wèn)題解決確實(shí)存在理論分析中的三項(xiàng)差異。本文最后結(jié)合對(duì)問(wèn)卷調(diào)查結(jié)果的總結(jié)與理論分析的結(jié)果,查閱大量有關(guān)教學(xué)方法的文獻(xiàn),針對(duì)學(xué)生與教師化學(xué)問(wèn)題解決的差異,提出適切性較強(qiáng)教學(xué)方法:(1)重視學(xué)生不良的思維定勢(shì),培養(yǎng)抓問(wèn)題本質(zhì)的能力;(2)重視學(xué)生信息整理的弱勢(shì),完善分析規(guī)范的訓(xùn)練策略;(3)重視學(xué)生知識(shí)結(jié)構(gòu)的生成,優(yōu)化教學(xué)方法。本文將每條建議逐一細(xì)致化,望能夠更合理的輔助教師教學(xué)的實(shí)施。
[Abstract]:To solve the problem is essential to human daily life activities, is people, basic natural way of communication. Students' learning is a process of problem solving, chemistry as basic disciplines of scientific research, the students' ability to solve chemical problems have higher requirements. The education field has been the problem of how to improve the solution "as the goal of education, the ultimate aim is to cultivate students' ability to solve practical problems. In order to improve the practical ability of students and teachers to provide the corresponding teaching strategies as the basic goal of high school students to solve the problems of chemical research, provide empirical material for contemporary educational psychology, aided by related research. This research is from the student of chemistry problem to solve the current situation as a starting point, through to the high school chemistry teachers of the interview and the observation of students to solve chemical problems, summed up the problems of Biochemistry To solve the three problems: (1) "data control", according to the existing data in the thinking of solving method for the use of all data to solve problems and confusion. (2) "slow", which is not able to grasp the essence of the problem, not solve the problem of planning, implementation steps at a waste of time. (3 "no) method", in the face of comprehensive type of subject, no thinking, no connection between the knowledge points in the minds of modern cognitive psychology, research on the problem solving is called hot issues, because it can be explained from the cognitive and psychological development law of the people's point of internal causes of problem solving behavior, make us more a clearer understanding of problem solvers and problem solving process of the cognitive process. According to the existing chemical problem solving above problems in students, the author consults the related cognitive psychology data, classifies the attribute of the problem from a theoretical point of view, high In the chemical problem solving problem belongs to the professional field, and verification and case study method. To determine the connotation of "high school chemistry" and "chemistry problem solving" two core concepts, analysis of the characteristics of chemical problem solving and solving chemical problems from angle, and put forward the problem solving mode according to the characteristics of the subject the chemical characteristics and chemical problem solving. The selection of expert novice research methods according to the research object category, make the relevant review. According to the empirical results and practical problems related to cognitive psychology to solve chemical problems in students, this study starts from the theoretical point of view of three actual causes problems for the analysis, the reason is that there are differences three aspects of the cognitive process of students and teachers to solve chemical problems: (1) the problem of perceptual stimulus and perceptual processing differences; (2) information integration And the difference of resource allocation; (3) differences in the way of knowledge organization in the mind. A practical example analysis of the differences were resolved by chemical problems explained. In order to verify the students and teachers of chemistry problem solving the existence of the above differences in cognitive processes, this study used questionnaire method to check and return to the 10 high school chemistry 32 Teachers and students of chemistry problem solving process of investigation, in order to fully verify the reliability of the results of theoretical analysis, the questionnaire includes three questions, solve three differences in the design of cognitive process for students and teachers respectively. Chemical problems through careful analysis of the questionnaire, students and teachers to solve chemical problems do exist three a difference in theoretical analysis. Finally this paper analyzes and sums up the theory and the results of a questionnaire survey of the results of literature review about teaching methods for students. With the teacher differences in solving chemical problems, propose appropriate strong teaching methods: (1) pay attention to students' poor thinking, cultivate grasping ability and the nature of the problem; (2) pay attention to the disadvantaged students collect information, improve the analysis of training strategies and rules; (3) pay attention to students' knowledge structure, optimize the teaching method in this paper. One by one each detailed suggestions, hope to assist teachers in teaching more reasonable implementation.

【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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