本文選題：化學(xué)實(shí)驗(yàn)素養(yǎng) + 行為表現(xiàn)�。� 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：迫于我國(guó)中學(xué)化學(xué)實(shí)驗(yàn)評(píng)價(jià)存在的問(wèn)題與認(rèn)知、學(xué)習(xí)、評(píng)價(jià)理論不斷革新之間的矛盾,本研究提出"化學(xué)實(shí)驗(yàn)素養(yǎng)"的核心概念,并形成化學(xué)實(shí)驗(yàn)素養(yǎng)表現(xiàn)性測(cè)評(píng)工具,據(jù)此診斷學(xué)生化學(xué)實(shí)驗(yàn)素養(yǎng)的現(xiàn)狀。通過(guò)文獻(xiàn)研究,界定化學(xué)實(shí)驗(yàn)素養(yǎng)的核心概念,認(rèn)為化學(xué)實(shí)驗(yàn)素養(yǎng)是進(jìn)行化學(xué)探究實(shí)踐過(guò)程中個(gè)人化學(xué)專業(yè)素質(zhì)和科學(xué)探究能力的綜合表現(xiàn)。研制表現(xiàn)性評(píng)價(jià)工具對(duì)化學(xué)實(shí)驗(yàn)素養(yǎng)進(jìn)行測(cè)評(píng)研究,創(chuàng)新地將試驗(yàn)指標(biāo)、實(shí)驗(yàn)安全、科學(xué)態(tài)度與科學(xué)精神等納入實(shí)際測(cè)評(píng)。測(cè)評(píng)分為知識(shí)、設(shè)計(jì)、操作、求證、解釋五個(gè)維度,維度下各設(shè)三個(gè)二級(jí)指標(biāo),現(xiàn)場(chǎng)觀測(cè)學(xué)生在真實(shí)的化學(xué)實(shí)驗(yàn)任務(wù)中的表現(xiàn),并結(jié)合訪談形成個(gè)案評(píng)估報(bào)告。研究得出如下兩個(gè)結(jié)論:(1)化學(xué)實(shí)驗(yàn)素養(yǎng)五個(gè)維度的測(cè)評(píng)結(jié)果:操作求證設(shè)計(jì)知識(shí)解釋,學(xué)生在動(dòng)手操作和證據(jù)處理方面能力較強(qiáng),而集中體現(xiàn)高階思維的解釋能力較弱,意外的是基礎(chǔ)知識(shí)不如預(yù)期掌握得好。(2)測(cè)評(píng)結(jié)果反映學(xué)生的化學(xué)實(shí)驗(yàn)素養(yǎng)存在如下六個(gè)主要問(wèn)題:分析得出結(jié)論的能力欠缺、知識(shí)沒(méi)有預(yù)期掌握得好、設(shè)計(jì)方案的思考不足、思維定勢(shì)、異常情況的處理不當(dāng)、細(xì)節(jié)不夠重視。最后,本研究對(duì)素養(yǎng)教育觀下的實(shí)驗(yàn)教法與學(xué)法、表現(xiàn)性評(píng)價(jià)在教育實(shí)踐中的定位進(jìn)行思考與展望。
[Abstract]:Under the contradiction between the problems existing in the evaluation of chemical experiments in middle schools in our country and the continuous innovation of the theories of cognition, learning and evaluation, this study puts forward the core concept of "chemical experimental literacy" and forms a tool for evaluating the expressiveness of chemical experimental literacy. Based on this, the present situation of students' chemistry experiment accomplishment is diagnosed. This paper defines the core concept of chemical experimental literacy through literature research and holds that chemical experimental literacy is the comprehensive expression of individual chemistry professional quality and scientific inquiry ability in the process of chemical inquiry practice. An expressive evaluation tool is developed to evaluate and study the quality of chemical experiments. The experimental indexes, experimental safety, scientific attitude and scientific spirit are innovatively included in the practical evaluation. The evaluation is divided into knowledge, design, operation, verification, explanation of five dimensions, each of the three secondary indicators, field observation of students in the real chemical experiment task, and combined with interviews to form a case evaluation report. The results of the study are as follows: (1) the five dimensions of chemistry experiment literacy are as follows: operation verification design knowledge explanation, students' ability of hands-on operation and evidence processing is stronger, but the explanation ability of concentrated higher-order thinking is weak. Surprisingly, the basic knowledge is not as good as expected. 2) the results of the evaluation show that there are six main problems in the students' chemistry experiment literacy: the ability to analyze and draw conclusions is deficient, the knowledge is not mastered as expected, and the design scheme is not considered enough. Fixed thinking, improper handling of abnormal situations, and insufficient attention to details. In the end, this study thinks and looks forward to the orientation of experimental teaching method and learning method and performance evaluation in educational practice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

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