高中化學(xué)學(xué)困生認(rèn)知心理障礙現(xiàn)狀調(diào)查及對(duì)策研究
發(fā)布時(shí)間：2019-05-19 08:50
【摘要】：隨著科技的發(fā)展時(shí)代的進(jìn)步,在深入推進(jìn)素質(zhì)教育和基礎(chǔ)教育改革深化改革的背景下,如何使每一位學(xué)生都能得到切實(shí)而全面的發(fā)展、科學(xué)素養(yǎng)的提升、尊重和促進(jìn)學(xué)生的個(gè)性發(fā)展是每位教師所面臨的挑戰(zhàn)。縱觀我國(guó)的教育現(xiàn)狀和時(shí)代背景,由于種種原因而涌現(xiàn)的學(xué)困生與素質(zhì)教育的理念背道而馳。結(jié)合認(rèn)知心理學(xué),找到學(xué)困生的認(rèn)知心理障礙以及轉(zhuǎn)化對(duì)策顯得尤為重要。本研究通過分析文獻(xiàn)分析闡述提出的背景和研究的意義,結(jié)合高中化學(xué)知識(shí)自身特點(diǎn),通過問卷法調(diào)查基于認(rèn)知心理學(xué)理論知識(shí)和研究范圍分析學(xué)困生的認(rèn)知心理障礙,通過激發(fā)學(xué)生的學(xué)習(xí)興趣、診斷學(xué)習(xí)準(zhǔn)備狀態(tài)、培養(yǎng)元認(rèn)知能力和改善學(xué)生的認(rèn)知結(jié)構(gòu)等幾方面入手進(jìn)行轉(zhuǎn)化。全文包括幾個(gè)部分：第一部分是緒論部分。主要說明研究的緣起,介紹了研究的對(duì)象與方法。第二部分是研究理論基礎(chǔ)。先介紹了認(rèn)知心理學(xué)的興起和國(guó)內(nèi)外研究進(jìn)展,說明認(rèn)知心理障礙中加工障礙、準(zhǔn)備障礙、注意障礙、認(rèn)知障礙的具體含義,結(jié)合國(guó)內(nèi)外研究界定了關(guān)于學(xué)習(xí)困難生的概念,最后闡述了高中生的認(rèn)知心理特點(diǎn)。第三部分是實(shí)驗(yàn)調(diào)查分析。本文對(duì)湖北省武漢市某重點(diǎn)高中高二年級(jí)學(xué)生的認(rèn)知心理障礙進(jìn)行問卷調(diào)查及數(shù)據(jù)分析。先對(duì)調(diào)查問卷的設(shè)計(jì)和調(diào)查方法進(jìn)行說明,然后重點(diǎn)對(duì)調(diào)查結(jié)果中學(xué)困生在加工障礙、準(zhǔn)備障礙、注意障礙和認(rèn)知障礙等方面作了較詳盡的研究與分析。得到如下結(jié)論：高中生認(rèn)知心理障礙存在較為普遍,其中化學(xué)學(xué)困生認(rèn)知心理表現(xiàn)形式中以注意障礙最為顯著,準(zhǔn)備障礙次之,其次是加工障礙,最后是認(rèn)知障礙。第四部分是消除高中化學(xué)學(xué)困生認(rèn)知心理障礙對(duì)策。根據(jù)實(shí)際調(diào)查結(jié)果、結(jié)合相關(guān)理論知識(shí)和化學(xué)學(xué)科特點(diǎn),提出對(duì)策：(1)激發(fā)學(xué)生學(xué)習(xí)興趣,增強(qiáng)學(xué)習(xí)的動(dòng)機(jī)。具體措施有：①尊重和滿足學(xué)生發(fā)展需要,②創(chuàng)造生動(dòng)的學(xué)習(xí)情景,③發(fā)揮“三重”表征功能。(2)學(xué)習(xí)準(zhǔn)備狀態(tài)診斷,了解學(xué)生學(xué)習(xí)基礎(chǔ)。具體辦法為：①重視學(xué)生學(xué)習(xí)能力起點(diǎn),②營(yíng)造良好的學(xué)習(xí)環(huán)境,③關(guān)注化學(xué)學(xué)科學(xué)習(xí)經(jīng)驗(yàn)。(3)培養(yǎng)元認(rèn)知的能力,促進(jìn)學(xué)生自主學(xué)習(xí)。具體方法是：①養(yǎng)成自我計(jì)劃習(xí)慣,②建立元認(rèn)知環(huán)境,③重視元認(rèn)知訓(xùn)練(4)優(yōu)化學(xué)生的認(rèn)知結(jié)構(gòu),幫助學(xué)生學(xué)會(huì)學(xué)習(xí)。可以通過概念學(xué)習(xí)策略和規(guī)則學(xué)習(xí)訓(xùn)練達(dá)到。最后對(duì)高中化學(xué)學(xué)困生認(rèn)知心理障礙的現(xiàn)狀調(diào)查結(jié)果分析總結(jié),對(duì)所提出的對(duì)策加以分析同時(shí)認(rèn)真反思本研究的不足之處。
[Abstract]:With the development of science and technology, under the background of deepening the reform of quality education and basic education, how to make every student get practical and comprehensive development and the improvement of scientific literacy. It is a challenge for every teacher to respect and promote the personality development of students. Throughout the present situation and background of education in our country, the concept of quality education runs counter to the concept of quality education, which emerges from the emergence of students with learning difficulties for various reasons. Combined with cognitive psychology, it is particularly important to find out the cognitive psychological barriers and transformation countermeasures of students with learning difficulties. Through the analysis of literature analysis and the significance of the research, combined with the characteristics of chemical knowledge in senior high school, this study analyzes the cognitive psychological barriers of students with learning difficulties based on the theoretical knowledge and scope of cognitive psychology by questionnaire. The transformation is carried out by arousing students' interest in learning, diagnosing learning preparation, cultivating metacognition ability and improving students' cognitive structure. The full text includes several parts: the first part is the introduction part. This paper mainly explains the origin of the study, and introduces the object and method of the study. The second part is the theoretical basis of the study. This paper first introduces the rise of cognitive psychology and the research progress at home and abroad, explains the specific meaning of processing disorder, preparation disorder, attention disorder and cognitive impairment in cognitive psychological impairment, and defines the concept of students with learning difficulties in combination with domestic and foreign research. Finally, the cognitive psychological characteristics of senior high school students are expounded. The third part is the experimental investigation and analysis. This paper makes a questionnaire survey and data analysis on the cognitive psychological impairment of sophomores in a key senior high school in Wuhan, Hubei Province. This paper first explains the design of the questionnaire and the survey methods, and then focuses on the detailed research and analysis of the processing obstacles, preparation disorders, attention impairment and cognitive impairment of the middle school students with poor results. The conclusions are as follows: the cognitive psychological impairment of senior high school students is more common, among which attention disorder is the most significant, preparation disorder is the second, processing disorder is the second, and finally cognitive impairment is the cognitive impairment of students with chemical learning difficulties. The fourth part is to eliminate the cognitive psychological barriers of senior high school students with chemical learning difficulties. According to the actual survey results, combined with the relevant theoretical knowledge and the characteristics of chemistry, this paper puts forward some countermeasures: (1) stimulate students' interest in learning and enhance their motivation. The specific measures are as follows: (1) to respect and meet the needs of students' development, (2) to create vivid learning scenarios, and (3) to give full play to the function of "triple" representation. (2) diagnosis of learning preparation and understanding of students' learning basis. The specific methods are as follows: (1) attach importance to the starting point of students' learning ability, (2) create a good learning environment, (3) pay attention to the learning experience of chemistry subjects. (3) cultivate the ability of metacognition and promote students' autonomous learning. The specific methods are as follows: (1) to form the habit of self-planning, (2) to establish the metacognition environment, and (3) to attach importance to metacognition training (4) to optimize the students' cognitive structure and help them learn to learn. Can be achieved through conceptual learning strategies and rules learning and training. Finally, this paper analyzes and summarizes the present situation of cognitive psychological impairment of senior high school students with chemical learning difficulties, analyzes the countermeasures put forward, and seriously reflects on the shortcomings of this study.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8
本文編號(hào)：2480583
[Abstract]:With the development of science and technology, under the background of deepening the reform of quality education and basic education, how to make every student get practical and comprehensive development and the improvement of scientific literacy. It is a challenge for every teacher to respect and promote the personality development of students. Throughout the present situation and background of education in our country, the concept of quality education runs counter to the concept of quality education, which emerges from the emergence of students with learning difficulties for various reasons. Combined with cognitive psychology, it is particularly important to find out the cognitive psychological barriers and transformation countermeasures of students with learning difficulties. Through the analysis of literature analysis and the significance of the research, combined with the characteristics of chemical knowledge in senior high school, this study analyzes the cognitive psychological barriers of students with learning difficulties based on the theoretical knowledge and scope of cognitive psychology by questionnaire. The transformation is carried out by arousing students' interest in learning, diagnosing learning preparation, cultivating metacognition ability and improving students' cognitive structure. The full text includes several parts: the first part is the introduction part. This paper mainly explains the origin of the study, and introduces the object and method of the study. The second part is the theoretical basis of the study. This paper first introduces the rise of cognitive psychology and the research progress at home and abroad, explains the specific meaning of processing disorder, preparation disorder, attention disorder and cognitive impairment in cognitive psychological impairment, and defines the concept of students with learning difficulties in combination with domestic and foreign research. Finally, the cognitive psychological characteristics of senior high school students are expounded. The third part is the experimental investigation and analysis. This paper makes a questionnaire survey and data analysis on the cognitive psychological impairment of sophomores in a key senior high school in Wuhan, Hubei Province. This paper first explains the design of the questionnaire and the survey methods, and then focuses on the detailed research and analysis of the processing obstacles, preparation disorders, attention impairment and cognitive impairment of the middle school students with poor results. The conclusions are as follows: the cognitive psychological impairment of senior high school students is more common, among which attention disorder is the most significant, preparation disorder is the second, processing disorder is the second, and finally cognitive impairment is the cognitive impairment of students with chemical learning difficulties. The fourth part is to eliminate the cognitive psychological barriers of senior high school students with chemical learning difficulties. According to the actual survey results, combined with the relevant theoretical knowledge and the characteristics of chemistry, this paper puts forward some countermeasures: (1) stimulate students' interest in learning and enhance their motivation. The specific measures are as follows: (1) to respect and meet the needs of students' development, (2) to create vivid learning scenarios, and (3) to give full play to the function of "triple" representation. (2) diagnosis of learning preparation and understanding of students' learning basis. The specific methods are as follows: (1) attach importance to the starting point of students' learning ability, (2) create a good learning environment, (3) pay attention to the learning experience of chemistry subjects. (3) cultivate the ability of metacognition and promote students' autonomous learning. The specific methods are as follows: (1) to form the habit of self-planning, (2) to establish the metacognition environment, and (3) to attach importance to metacognition training (4) to optimize the students' cognitive structure and help them learn to learn. Can be achieved through conceptual learning strategies and rules learning and training. Finally, this paper analyzes and summarizes the present situation of cognitive psychological impairment of senior high school students with chemical learning difficulties, analyzes the countermeasures put forward, and seriously reflects on the shortcomings of this study.
【學(xué)位授予單位】：華中師范大學(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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