【摘要】：本研究根據(jù)情境信息的呈現(xiàn)方式將化學新情境信息題分為四種類型：文字型、圖像符號型、表格數(shù)據(jù)型、裝置流程型新情境信息題,并借鑒學生能力國際評價(PISA)的能力建構(gòu)圖,構(gòu)建了化學新情境信息題的分析框架,包含四個能力維度：閱讀理解、抽象概括、聯(lián)想遷移和分析綜合能力。根據(jù)試題的四種類型編制了四套測試學生能力發(fā)展水平的測試卷,測評了學生在解答化學新情境信息題時四種能力維度的差異性。實驗總計選取高二119名被試,按照學生的學業(yè)水平不同分為優(yōu)中困三組。實驗結(jié)果表明：一、在解答同一類型新情境信息題時,不同學業(yè)水平學生在閱讀理解、抽象概括、聯(lián)想遷移、分析綜合四種能力維度有明顯差異,隨著試題呈現(xiàn)復雜度的增大,學生在聯(lián)想遷移和分析綜合能力維度上的差異特別顯著,學生的成績逐漸分化。二、在同一能力維度上,不同學業(yè)水平學生之間存在明顯差異。在閱讀理解能力維度僅存在較小的差異,在抽象概括能力維度上的差異明顯大于閱讀理解能力維度上的差異,在聯(lián)想遷移和分析綜合能力維度上不同學業(yè)水平學生之間的差異有減小的趨勢。三、當相同的知識內(nèi)容以不同方式呈現(xiàn)時,不同學業(yè)水平學生之間存在明顯差異。學業(yè)優(yōu)良學生與學業(yè)中等學生標準分均分的差值在逐漸減小,學業(yè)中等學生與學業(yè)困難學生標準分均分的差值在逐漸增大。四、在性別差異上,男女生在四種能力維度得分均存在顯著差異,男生在各能力維度上的平均分均高于女生。
[Abstract]:According to the presentation of situational information, this study divides the new situational information questions into four types: text type, image symbol type, tabular data type, device flow type new situational information problem, and draw lessons from the ability construction map of international evaluation of (PISA). In this paper, the analytical framework of new situation information problem in chemistry is constructed, which includes four dimensions of ability: reading comprehension, abstract generalization, associative transfer and comprehensive analysis ability. According to the four types of the test questions, four sets of test papers were compiled to test the students' ability development level, and the differences of the four ability dimensions in solving the new situation information questions of chemistry were evaluated. A total of 119 high school students were selected and divided into three groups according to their academic level. The results show that: first, there are significant differences in reading comprehension, abstract generalization, associative transfer, analysis and synthesis between students of different academic levels when solving the same type of new situation information problems, with the increase of the complexity of the test questions. The difference of students' associative transfer and analytical comprehensive ability is especially significant, and the students' scores are gradually divided. Second, in the same ability dimension, there are significant differences between students with different academic levels. There is only a small difference in the dimension of reading comprehension ability, and the difference in the dimension of abstract generalization ability is obviously greater than that in the dimension of reading comprehension ability. The differences between students with different academic levels in associative transfer and analysis of comprehensive abilities tend to decrease. Third, when the same knowledge content is presented in different ways, there are obvious differences among students with different academic levels. The difference of the standard score between the excellent students and the secondary students is gradually decreasing, while the difference between the students with academic difficulties and the students with academic difficulties is gradually increasing. Fourth, in terms of gender differences, male and female students had significant differences in the scores of the four ability dimensions, and the average scores of boys in each ability dimension were higher than those of girls.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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