本文關(guān)鍵詞： 高階思維 行為特征 化學實驗 評價指標　出處：《東北師范大學》2016年碩士論文　論文類型：學位論文

【摘要】：發(fā)展高階思維能力,是促進學習者發(fā)展的核心。高階思維能力是發(fā)生在較高認知水平的心智活動,國內(nèi)外學者普遍認可布魯姆認知分類目標中的分析、評價、創(chuàng)造這三種能力為高階思維能力。在教學過程中,發(fā)展了這三個層級的水平,就相當于發(fā)展了學生的高階思維能力。而高階思維能力如何在學習者身上體現(xiàn)的呢?高階思維培養(yǎng)如何進行評價的呢?本研究基于初中化學實驗,使用文獻綜述法和調(diào)查研究等方法對學生高階思維能力的外顯特征以及不同層級水平學生的行為表現(xiàn)進行深入研究,并基于此得出高階思維評價指標體系。首先,本研究通過文獻分析了有關(guān)高階思維培養(yǎng)的現(xiàn)狀以及化學中的思維培養(yǎng),并對布魯姆目標認知分類學說和高階思維培養(yǎng)過程理論進行深入分析和研究,為本研究提供有力的理論基礎(chǔ)和豐富的現(xiàn)實背景。接下來,基于高階思維的研究對初中化學學科課程標準進行思維目標層級的界定,從課程目標、內(nèi)容標準與化學課程中高階思維層級特征三個方面分析出化學學科高階思維品質(zhì)和課程標準中要求學生培養(yǎng)的能力,總結(jié)化學學科中描述高階思維的行為動詞。進一步,本研究選擇了觀察法和訪談等調(diào)查研究方法,對實際初中化學課堂中學生的高階思維能力的外顯特征進行研究。選擇長春市第一零三中學初中化學課堂,隨堂聽課不少于20節(jié),根據(jù)教學活動流程的安排觀察學生不同層級高階思維能力的行為表現(xiàn)即外顯特征,每次聽課觀察結(jié)果都做詳細記錄和分析；課余時間與該�；瘜W教師進行及時溝通,詳細記錄一線教師的寶貴經(jīng)驗和建議,為后面的分析總結(jié)提供充分的資料。然后,本研究將觀察和訪談等調(diào)查記錄內(nèi)容進行匯總,并根據(jù)實際課堂發(fā)生的教學活動內(nèi)容,歸納不同高階思維能力水平的學生的行為表現(xiàn),分成等級依次進行描述不同高階思維能力水平學生的外顯特征,并標注所屬布魯姆認知分類目標的分析、評價、創(chuàng)造等級。制成直觀的二維表格,為教師教學活動的設(shè)計以及觀測學生的高階思維能力水平提供有力的參考。最后,根據(jù)前面的研究結(jié)果,針對化學實驗這一學科,選擇維度和指標項,運用專家法對評價指標體系進行系統(tǒng)的設(shè)計,并使用設(shè)計好的評價指標體系到實際課堂中檢驗其研究價值。
[Abstract]:The development of higher-order thinking ability is the core to promote the development of learners. High-order thinking ability is a kind of mental activity at a higher cognitive level. Scholars at home and abroad generally agree with the analysis and evaluation of Bloom's cognitive classification goals. The creation of these three abilities is a high level thinking ability. In the process of teaching, the three levels have been developed. It is equivalent to developing the students' higher thinking ability. And how does the higher order thinking ability manifest in the learners? How to evaluate the cultivation of higher-order thinking? Based on the chemistry experiment in junior high school, the explicit characteristics of students' higher order thinking ability and the behavior of students at different levels were studied by literature review and investigation. Based on this, the evaluation index system of high-order thinking is obtained. Firstly, the present situation of high-order thinking cultivation and the cultivation of thinking in chemistry are analyzed through literature. And Bloom's cognitive classification theory and higher-order thinking training process theory are deeply analyzed and studied to provide a strong theoretical basis and rich practical background for this study. Next. Based on the research of higher-order thinking, the author defines the level of thinking goal of junior high school chemistry curriculum standard, and from the curriculum goal. The content standard and the characteristics of high order thinking level in chemistry course are analyzed in three aspects: the higher order thinking quality of chemistry course and the ability of students to cultivate in the course standard. The behavioral verbs describing higher-order thinking in chemistry are summarized. Further, this study chooses the methods of observation and interview. This paper studies the explicit characteristics of high order thinking ability of middle school students in actual junior middle school chemistry classroom. Choose Changchun 103 middle school junior middle school chemistry classroom, listen to the class with no less than 20 sessions. According to the arrangement of teaching activity flow, we observe the explicit characteristics of students' higher order thinking ability at different levels, and record and analyze the observation results of each class in detail. After school time and chemistry teacher timely communication, detailed record of the first line teachers' valuable experience and suggestions, for the following analysis and summary to provide sufficient information. Then. In this study, the contents of survey records such as observation and interview are summarized, and according to the actual classroom teaching activities, the behavior of students with different higher level of thinking ability is summed up. The explicit features of students with different higher level of thinking ability are described in turn, and the analysis, evaluation, and creation of the target of Bloom's cognitive classification are annotated, which are made into an intuitive two-dimensional table. It provides a powerful reference for the design of teachers' teaching activities and the observation of students' higher level of thinking ability. Finally, according to the previous research results, we select the dimensions and indicators for the subject of chemical experiments. The expert method is used to systematically design the evaluation index system, and the designed evaluation index system is used to test its research value in the actual classroom.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.8

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本文編號：1472482