本文選題：學(xué)習(xí)進階 + 電解池��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：電解池是高中化學(xué)課程的核心知識之一,既有理論知識,又有元素化合物的知識,而且又與氧化還原反應(yīng)有很大聯(lián)系,學(xué)習(xí)者在掌握電解池“核心知識”時都會遇到這樣那樣的問題。因此為了了解學(xué)生對電解池“核心知識”的理解水平以及學(xué)生在學(xué)習(xí)這部分知識的過程中遇到的問題和障礙,本研究主要做了以下幾項工作:“基礎(chǔ)研究”部分,首先明確了研究高中化學(xué)電解池學(xué)習(xí)進階的意義,從“學(xué)習(xí)進階”產(chǎn)生的背景、源起、由來及發(fā)展過程這幾方面分別闡述了國外有關(guān)“學(xué)習(xí)進階”的研究現(xiàn)狀,從論文數(shù)量、所屬學(xué)科對CNKI中有關(guān)“學(xué)習(xí)進階”的文獻進行了梳理,并對有關(guān)化學(xué)學(xué)科“學(xué)習(xí)進階”的文章做了簡單概述,為后面支撐研究做了充分的準備�！爸窝芯俊辈糠�,首先界定了“學(xué)習(xí)進階”、“核心知識”兩個核心概念;其次,根據(jù)課程標準和高考考綱要求梳理了高中化學(xué)電解池的學(xué)習(xí)要求層次,并按照學(xué)習(xí)層次的要求以及學(xué)生的認知發(fā)展水平把“電解池”“核心知識”按照五個類型進行了劃分,并將學(xué)生對“核心知識”的理解水平劃分了五個層次,最后在此基礎(chǔ)上構(gòu)建了論文的進階模型�！昂诵难芯俊辈糠�,首先根據(jù)支撐研究部分提出的進階模型和五個知識層級設(shè)計了電解池專項測試題;然后進行了測試題的實測,最后使用軟件SPSS13.0進行了統(tǒng)計并分析了學(xué)生在其中遇到的疑問。通過對測試結(jié)果進行分析,得出如下結(jié)論:對“電解池”“核心知識”的理解,高二年級和高三年級學(xué)生總體情況上有顯著性差異,而在水平一、二上則沒有顯著性差異,并且從水平三開始出現(xiàn)了顯著性差異。接下來提出了相關(guān)的教學(xué)策略,并最終得出“學(xué)習(xí)進階”促進了教師的教學(xué)水平和學(xué)生的學(xué)習(xí)能力.因此在今后的教學(xué)中,教師應(yīng)該在充分了解學(xué)生原有的認識水平的基礎(chǔ)上,找到進階起點,找出學(xué)生的認識結(jié)構(gòu)與新知識之間的差異,實現(xiàn)教學(xué)內(nèi)容的進階整合。
[Abstract]:Electrolysis cell is one of the core knowledge of chemistry course in senior high school. It has both theoretical knowledge and knowledge of elements and compounds, and has a great relationship with redox reaction. Learners will encounter problems of one kind or another when they master the "core knowledge" of electrolytic cells. Therefore, in order to understand the students' understanding of the "core knowledge" of the electrolysis cell and the problems and obstacles encountered by the students in the process of learning this part of knowledge, this study has mainly done the following work: "basic research" part. First of all, the significance of studying the advanced learning of high school chemical electrolytic cell is clarified, and the background, origin, origin and development process of "learning advanced" are expounded respectively from the aspects of "learning advanced" in foreign countries, from the number of papers. The subject combs the literature about "learning advanced" in CNKI, and makes a brief summary of the article about "learning advanced" in chemistry discipline, which makes sufficient preparation for the research behind support. In the part of "supporting research", it defines the two core concepts of "advanced learning" and "core knowledge". Secondly, according to the curriculum standard and the requirements of the college entrance examination, the author sorts out the learning requirements of the chemical electrolytic cell in senior high school. According to the requirements of learning level and the level of students' cognitive development, the "core knowledge" of electrolytic cell is divided into five types, and the students' understanding level of "core knowledge" is divided into five levels. Finally, an advanced model of the thesis is constructed. In the part of "Core Research", according to the advanced model and five knowledge levels proposed in the support research part, the special test questions of electrolytic cell are designed, and then the test questions are measured. Finally, the software SPSS13.0 is used to make statistics and analyze the problems encountered by students. Through the analysis of the test results, the following conclusions are drawn: the understanding of "core knowledge" in "electrolytic cell" shows that there is a significant difference in the overall situation between grade two and grade three, but there is no significant difference in level 1 and 2. And from the beginning of level 3 there is a significant difference. Then it puts forward relevant teaching strategies, and finally concludes that "advanced learning" promotes teachers' teaching level and students' learning ability. Therefore, in the future teaching, teachers should find the starting point on the basis of fully understanding the students' original understanding level, find out the difference between the students' cognitive structure and the new knowledge, and realize the advanced integration of the teaching contents.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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