【摘要】：當(dāng)今世界正處在大發(fā)展大變革大調(diào)整時(shí)期。世界多極化、經(jīng)濟(jì)全球化深入發(fā)展,科技進(jìn)步日新月異,人才競(jìng)爭(zhēng)日趨激烈。人們十分清楚地認(rèn)識(shí)到,無(wú)論是經(jīng)濟(jì)發(fā)展、文化建設(shè)還是社會(huì)進(jìn)步,歸根到底都是人才的競(jìng)爭(zhēng)。而在應(yīng)試教育具有悠久歷史傳統(tǒng)的中國(guó)基礎(chǔ)教育中,為了考高分而盲目地開(kāi)展“題海戰(zhàn)術(shù)”,只關(guān)注學(xué)生的做題數(shù)量而不注重對(duì)學(xué)生學(xué)習(xí)能力培養(yǎng),從而導(dǎo)致學(xué)生“一聽(tīng)就懂,一做就錯(cuò)”、“講了一類(lèi)題,不會(huì)做一道題”等化學(xué)問(wèn)題解決障礙的現(xiàn)狀仍屢見(jiàn)不鮮。高中生化學(xué)問(wèn)題解決障礙的診斷和輔導(dǎo)的研究是基于我國(guó)基礎(chǔ)教育中這一典型問(wèn)題的分析,本課題將從以下幾個(gè)方面對(duì)此進(jìn)行理論思辨和實(shí)證研究。緒論首先闡述了研究背景,并從理論和實(shí)踐兩方面對(duì)本研究的意義展開(kāi)了詳細(xì)的論述；接著,為了明確研究的內(nèi)容和范圍,對(duì)研究中出現(xiàn)的核心概念進(jìn)行了明確地界定；在查閱了大量文獻(xiàn)和書(shū)籍的基礎(chǔ)上,根據(jù)界定的核心概念以及研究的內(nèi)容,對(duì)國(guó)內(nèi)外研究的現(xiàn)狀進(jìn)行了相對(duì)細(xì)致、全面的述評(píng)；最后,提出了本研究的研究框架,如研究思路、研究方法以及研究的創(chuàng)新之處。第一章是對(duì)高中化學(xué)計(jì)算問(wèn)題解決相關(guān)理論的梳理。本章節(jié)是后續(xù)開(kāi)展高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷的理論基礎(chǔ)和條件支撐。首先,根據(jù)研究?jī)?nèi)容,從理論上對(duì)問(wèn)題解決障礙診斷的理論依據(jù)進(jìn)行了詳細(xì)的介紹；接著,介紹了幾種經(jīng)典的問(wèn)題解決心理機(jī)制模型,旨在從心理學(xué)的角度對(duì)化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙的成因進(jìn)行深層次的解剖；最后,在此基礎(chǔ)上,針對(duì)高中生化學(xué)學(xué)習(xí)的特點(diǎn),提出了“高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決過(guò)程的心理機(jī)制模型”。第二章是高中化學(xué)計(jì)算類(lèi)問(wèn)題分析及能力水平標(biāo)準(zhǔn)的構(gòu)建。這一部分主要是對(duì)化學(xué)計(jì)算類(lèi)問(wèn)題的深層探析。第一小節(jié)首先剖析了化學(xué)計(jì)算類(lèi)問(wèn)題的本質(zhì),即“化學(xué)計(jì)算類(lèi)問(wèn)題的本質(zhì)其實(shí)就是對(duì)化學(xué)問(wèn)題的數(shù)學(xué)處理過(guò)程”；接著闡釋了化學(xué)計(jì)算類(lèi)問(wèn)題的特點(diǎn)。第二小節(jié)從不同的角度介紹了化學(xué)計(jì)算類(lèi)問(wèn)題的劃分方法和解法總結(jié)。在第三小節(jié)中,在總結(jié)了前人對(duì)問(wèn)題解決能力的實(shí)質(zhì)以及活動(dòng)結(jié)構(gòu)流程研究的基礎(chǔ)上,針對(duì)化學(xué)學(xué)科的特點(diǎn),我們構(gòu)建了“化學(xué)計(jì)算類(lèi)問(wèn)題解析活動(dòng)的模型圖”；接著明確了化學(xué)計(jì)算類(lèi)問(wèn)題解決能力的構(gòu)成要素；最后在參考了諸多能力水平構(gòu)建方法的基礎(chǔ)上,構(gòu)建了“化學(xué)計(jì)算類(lèi)問(wèn)題解決能力水平”,并詳細(xì)制定了“化學(xué)計(jì)算類(lèi)問(wèn)題解決能力水平描述”,這些理論工具的構(gòu)建為后面的實(shí)證研究提供了理論依據(jù)和實(shí)證材料。第三章是高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷工具的開(kāi)發(fā)。這一部分是本研究的重點(diǎn)章節(jié)之一,它分別從1、高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷工具開(kāi)發(fā)的理論基礎(chǔ)；2、高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷工具開(kāi)發(fā)的開(kāi)發(fā)程序；3、高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷工具項(xiàng)目的設(shè)計(jì)三個(gè)方面詳細(xì)介紹了高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷工具的開(kāi)發(fā)。本研究主要以化學(xué)教學(xué)診斷學(xué)、認(rèn)知診斷理論、化學(xué)解題障礙診斷模型以及化學(xué)解題障礙診斷流程為工具開(kāi)發(fā)的核心理論基礎(chǔ),基于學(xué)習(xí)進(jìn)階的結(jié)構(gòu)框架,設(shè)計(jì)研發(fā)了本研究的開(kāi)發(fā)程序。根據(jù)第二章所指定的“化學(xué)計(jì)算類(lèi)問(wèn)題解決能力水平描述”,編制了“高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷測(cè)試卷”,該診斷測(cè)試卷進(jìn)行了三輪試測(cè),用SPSS17.0對(duì)每一次試測(cè)所收集到的數(shù)據(jù)進(jìn)行分析、處理,檢驗(yàn)工具的質(zhì)量。經(jīng)過(guò)三次檢驗(yàn),該工具符合大規(guī)模測(cè)試的要求,具有較為合理的信度、效度、難度以及區(qū)分度。我們?cè)诖嘶A(chǔ)上利用化學(xué)教學(xué)診斷學(xué)的原理,又設(shè)計(jì)了“高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷測(cè)試卷——解析卷”,結(jié)合“高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷測(cè)試卷”一起投入到大規(guī)模測(cè)試中,旨在多角度、深層次、全方位地探究學(xué)生障礙產(chǎn)生的原因。第四章是高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷的實(shí)證研究。本部分是該研究的重點(diǎn)章節(jié),這一章將包括四個(gè)部分。第一部分：界定好化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷的維度。診斷將以5個(gè)水平層級(jí)為“經(jīng)度”,5種障礙類(lèi)型(審題性障礙、思維性障礙、知識(shí)性障礙、心理性障礙以及運(yùn)算型障礙)為“維度”,分別對(duì)不同年級(jí)、不同性別、不同學(xué)業(yè)水平的高中生開(kāi)展診斷測(cè)試。這一節(jié)是介紹著五種障礙類(lèi)型的特點(diǎn)、表現(xiàn)。第二和第三部分是對(duì)診斷方法的介紹以及診斷工具的分析。將利用之前所開(kāi)發(fā)的診斷工具運(yùn)用到大規(guī)模診斷測(cè)試中去,所獲得測(cè)試結(jié)果和數(shù)據(jù)進(jìn)一步驗(yàn)證了該診斷工具的穩(wěn)定性和可靠性。第四部分則是呈現(xiàn)實(shí)證研究的結(jié)果。通過(guò)進(jìn)一步的數(shù)據(jù)分析表明,高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙的類(lèi)型、成因存在著年級(jí)差異和學(xué)業(yè)水平差異,而性別差異則并不顯著。第五章是對(duì)高中化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙的成因及矯正策略。本部分主要從問(wèn)題解決的主體和客體兩個(gè)層面對(duì)高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙的成因予以挖掘。此外,針對(duì)引發(fā)高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙的五大類(lèi)型提出了若干條矯正措施。第六章是研究總結(jié)。這一部分是對(duì)研究的一個(gè)整體的總結(jié)與歸納,提出了本研究的結(jié)論：1、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決能力普遍不高；2、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙成因繁雜；3、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙可診可矯。在對(duì)未來(lái)研究的展望部分,提出了高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷研究的三個(gè)努力的方向：第一、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙產(chǎn)生的心理成因有待進(jìn)一步深入；第二、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙矯正的實(shí)證研究有待進(jìn)一步開(kāi)展；第三、高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決障礙診斷尚待進(jìn)一步深入。本研究以定量化水平能力的劃分為基礎(chǔ),較為系統(tǒng)地探究了在不同的計(jì)算能力水平上,不同年級(jí)、不同性別、不同學(xué)業(yè)水平的高中生,其在化學(xué)計(jì)算類(lèi)問(wèn)題解決過(guò)程中存在障礙的類(lèi)型及其成因,并提出了相應(yīng)的矯正策略,這不僅對(duì)我國(guó)當(dāng)前高中生化學(xué)計(jì)算類(lèi)問(wèn)題解決現(xiàn)狀有了一個(gè)大致的了解,而且為廣大一線教師開(kāi)展有效教學(xué)提供了理論支撐和實(shí)踐意義。然而,本研究尚處于探索階段,在理論的運(yùn)用、實(shí)證的設(shè)計(jì)、數(shù)據(jù)的取樣、分析的方法、結(jié)果的闡釋等方法依舊存有許多不足之處,這仍需進(jìn)一步的深入探究。
[Abstract]:Nowadays, the world is in a period of great development, great change and great adjustment. The world is multipolar, the economic globalization is developing in depth, the scientific and technological progress is changing with each passing day, and the competition for talents is becoming increasingly fierce. In the traditional Chinese basic education, in order to get high marks, we blindly carry out the "sea-of-questions tactics", focusing only on the number of students'questions but not on the cultivation of students' learning ability, which leads to the fact that students "understand as soon as they understand, do as wrong" and "speak a class of questions, can't do a question" are still common obstacles in solving chemical problems. The research on the diagnosis and counseling of chemical problem-solving obstacles in senior high school is based on the analysis of this typical problem in elementary education of our country. This topic will make theoretical speculation and empirical research from the following aspects. Then, in order to clarify the content and scope of the study, the core concepts in the study were clearly defined; on the basis of consulting a large number of literature and books, according to the core concepts and research content, the research status at home and abroad was relatively detailed and comprehensive review; finally, the study was put forward. The research framework, such as research ideas, research methods and research innovations. Chapter 1 is a comb of high school chemistry computational problem solving theory. This chapter is the follow-up to carry out high school chemistry computational problem solving obstacle diagnosis theory and conditional support. The theoretical basis of obstacle diagnosis is introduced in detail; then, several classical psychological mechanism models of problem solving are introduced, aiming to dissect the causes of obstacle solving in chemical computing from the psychological point of view; finally, on this basis, according to the characteristics of chemistry learning in senior high school, the paper puts forward "senior high school biochemistry" Chapter 2 is about the analysis of computational problems in high school chemistry and the construction of the standard of ability level. This part is mainly about the deep analysis of computational problems in chemistry. The second section introduces the division method and solution summary of chemical calculation problems from different angles. In the third section, on the basis of summarizing the predecessors'research on the essence of problem-solving ability and activity structure flow, aiming at the integration According to the characteristics of the discipline, we constructed a "model diagram of analytical activities of chemical computational problems"; then clarified the components of the ability to solve chemical computational problems; finally, on the basis of referring to many methods to build the ability level, we constructed a "level of ability to solve chemical computational problems" and formulated a "level of chemistry" in detail. Chapter 3 is the development of a diagnostic tool for high school chemistry computational problem-solving obstacles. This part is one of the key chapters of this study, which is from 1, high school chemistry computational problem-solving respectively. The theoretical basis of the development of obstacle diagnosis tools; 2. the development program of the high school chemistry computational problem solving obstacle diagnosis tools; 3. the design of the high school chemistry computational problem solving obstacle diagnosis tools project. Teaching diagnostics, cognitive diagnosis theory, chemical problem-solving obstacle diagnosis model and chemical problem-solving obstacle diagnosis process are the core theoretical basis of tool development. Based on the structure framework of advanced learning, the development program of this study is designed and developed. A "high school chemistry computational problem solving obstacle diagnostic test paper" was developed. The diagnostic test paper was tested in three rounds. The data collected from each test were analyzed, processed and the quality of the tool was tested by SPSS17.0. After three tests, the tool met the requirements of large-scale testing, and had more reasonable reliability, validity and difficulty. On this basis, we use the principle of chemistry teaching diagnostics, and design a "high school biochemistry computational problem solving obstacle diagnosis test paper - analysis test paper", combined with "high school biochemistry computational problem solving obstacle diagnosis test paper" together into a large-scale test, aimed at multi-angle, deep-seated, all-round. Chapter 4 is an empirical study on the diagnosis of chemical computational problem-solving obstacles in senior high schools. This part is the focus of this study. This chapter will include four parts. Part 1: Define the dimensions of the diagnosis of chemical computational problem-solving obstacles. The diagnosis will be divided into five levels: longitude. This section introduces the characteristics of the five types of obstacles. The second and third parts are about the diagnostic side. The results and data obtained from a large-scale diagnostic test further verify the stability and reliability of the diagnostic tool. The fourth part presents the results of empirical research. Further data analysis shows that high school biochemistry. The fifth chapter is about the causes and corrective strategies of the obstacles in solving high school chemical computational problems. This part mainly focuses on the two aspects of the subject and object of problem solving. The sixth chapter is a summary of the study. This part is a whole summary of the study, and puts forward the conclusions of this study: 1. The ability of solving chemical computing problems in senior high school students is universal. In the prospects of future research, this paper puts forward three directions of high school biochemistry computational problem solving obstacles diagnosis research: first, high school biochemistry computational problem solving obstacles. Psychological causes need to be further explored; secondly, empirical research on the correction of computational problems in high school chemistry needs to be further carried out; thirdly, the diagnosis of computational problems in high school chemistry needs to be further studied. At the same level of computational ability, different grades, different sexes, different academic levels of high school students, the types and causes of obstacles in the process of solving chemical computational problems, and put forward corresponding correction strategies, which not only has a general understanding of the current situation of solving chemical computational problems in high school students, but also for However, this study is still in the exploratory stage. There are still many shortcomings in the application of theory, empirical design, data sampling, analysis methods, interpretation of the results and other methods, which still need to be further explored.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.8
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本文編號(hào)：2194670