本文選題：學(xué)業(yè)求助 + 化學(xué)　； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：高中生在化學(xué)學(xué)習(xí)中,總會(huì)有自身難以克服的學(xué)習(xí)障礙或?qū)W習(xí)問題。當(dāng)化學(xué)學(xué)習(xí)障礙或化學(xué)學(xué)習(xí)問題出現(xiàn)時(shí),學(xué)生是選擇向他人尋求幫助還是選擇將問題障礙擱置一旁?如果學(xué)生向他人求助,將會(huì)選擇直接獲取答案的執(zhí)行性求助還是選擇工具性求助(獲得解決問題的方法,自己動(dòng)手解決問題)呢?從發(fā)現(xiàn)問題到尋求幫助,最后到解決問題,學(xué)生會(huì)在什么情況下采用什么樣的求助方式呢?針對(duì)高中生化學(xué)學(xué)業(yè)求助存在的問題,我們又需要采用什么改善對(duì)策呢?基于以上的認(rèn)識(shí),確定本研究主題為學(xué)業(yè)求助。研究的內(nèi)容有：①高中生化學(xué)學(xué)業(yè)求助問卷的編制及信效度檢驗(yàn),②高中生化學(xué)學(xué)業(yè)求助現(xiàn)狀調(diào)查,③高中生化學(xué)學(xué)業(yè)求助影響因素調(diào)查,④高中生化學(xué)學(xué)業(yè)求助改善對(duì)策。本研究包含5個(gè)部分。第一部分為緒論。闡述研究的緣起、國(guó)內(nèi)外研究現(xiàn)狀、本研究的研究?jī)?nèi)容、方法、目的和意義。第二部分是概念界定。對(duì)學(xué)業(yè)求助及其相關(guān)概念進(jìn)行界定。第三部分是高中生化學(xué)學(xué)業(yè)求助調(diào)查與分析,編制、檢測(cè)并實(shí)施問卷。運(yùn)用相關(guān)軟件對(duì)測(cè)評(píng)數(shù)據(jù)進(jìn)行分析。第四部分為高中生化學(xué)學(xué)業(yè)求助影響因素與改善對(duì)策。通過定性問卷得出影響因素,從教師、學(xué)生、環(huán)境三個(gè)方面提出改善化學(xué)學(xué)業(yè)求助現(xiàn)狀的策略。第五部分為結(jié)論與反思。闡述研究結(jié)論、研究反思。本研究得到如下結(jié)論：①高中生化學(xué)學(xué)業(yè)求助現(xiàn)狀問卷整體和各維度信效度較佳。②在高中化學(xué)學(xué)習(xí)中,學(xué)生普遍認(rèn)為學(xué)業(yè)求助代價(jià)高,學(xué)業(yè)求助益處低于學(xué)業(yè)求助代價(jià)；在化學(xué)學(xué)習(xí)過程中,三種學(xué)業(yè)求助的使用情況是：執(zhí)行性求助使用最多、回避求助次之,工具性求助最少；當(dāng)學(xué)生遇上經(jīng)過自己思考卻沒解答出來的化學(xué)題和自己做錯(cuò)了的化學(xué)題時(shí)較可能采取工具性求助。③高中生化學(xué)學(xué)習(xí)過程中,主要的求助對(duì)象為樂于助人的同學(xué),其次是和藹可親的老師,同學(xué)關(guān)系是學(xué)生決定是否求助的一個(gè)重要標(biāo)準(zhǔn)之一；高中生化學(xué)學(xué)業(yè)求助的問題大多出自教輔資料,學(xué)生更傾向于向講解方法或成功解決了第一次求助問題的求助對(duì)象進(jìn)行二次求助。④不同學(xué)校(性別)的高中生在化學(xué)學(xué)業(yè)求助測(cè)評(píng)均分上有一定差異,但統(tǒng)計(jì)學(xué)上無差異；年級(jí)不同的高中生在工具性求助、求助益處上有顯著差異。⑤高中生化學(xué)求助與化學(xué)成績(jī)呈正相關(guān)：化學(xué)成績(jī)高的學(xué)生學(xué)業(yè)求助狀況較好；高中生化學(xué)學(xué)業(yè)求助問卷五個(gè)維度之間存在相關(guān)關(guān)系。
[Abstract]:High school students always have their own difficult learning disabilities or learning problems in chemistry. When chemical learning disabilities or chemical learning problems arise, do students choose to ask others for help or choose to put problem barriers aside? If students ask others for help, they will choose to get the answer directly or by choice. What kind of help to help high school students? What kind of countermeasures do we need to improve? Based on the above Understanding, the subject of this study is academic help seeking. The contents of the study include: (1) the compilation of high school students' questionnaire on chemistry academic help seeking, the test of reliability and validity, the investigation of the present situation of high school students' chemical academic help seeking, the investigation of the influencing factors of high school students' chemistry academic help seeking, and the improvement of the chemical academic help seeking for high school students. The first part of the study includes 5 parts. The second part is the definition of the concept, the definition of the concept, the definition of academic help seeking and its related concepts. The third part is the investigation and analysis of high school students' chemical academic help seeking, the compilation, detection and implementation of the questionnaire. The application of relevant software to the evaluation of data The fourth part is the influencing factors and Countermeasures for the high school students' chemical academic help seeking. Through the qualitative questionnaire, the influencing factors are obtained, and the strategies to improve the status of chemical academic help seeking are put forward from the three aspects of teachers, students and environment. The fifth part is the conclusion and reflection. In high school chemistry, students generally think that the cost of academic help is high, the benefit of academic help seeking is lower than the cost of academic help seeking. In the course of chemistry learning, the use of three kinds of academic help seeking is the most use of executive help seeking and avoiding the help of help. Instrumental help seeking is the least; when students encounter chemical problems that have not been solved by their own thinking, they are more likely to resort to instrumental help. (3) in the course of high school students' chemistry learning, the main object of help is to be helpful to the students, followed by a kindly and friendly teacher, and the student relationship is the decision of the student to decide whether or not. One of the important criteria of assistance is that the students of high school students' chemistry academic help seeking are mostly from the teaching materials, and the students are more inclined to ask for help to the target of the first help. (4) the high school students in different schools (sexes) have some differences in the average score of the assessment of the chemical industry help seeking, but statistics There is no difference between the senior high school students of different grades. 5. There are significant differences in the instrumental help seeking and the help service. 5. There is a positive correlation between the chemical help and the chemical achievement of high school students: the high school students' academic help seeking status is better, and there is a correlation between the five dimensions of the senior high school students' chemical academic help seeking questionnaire.
【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】：2016
【分類號(hào)】：G633.8

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