中學(xué)化學(xué)“氧化還原反應(yīng)”核心概念及其學(xué)習(xí)進(jìn)階研究
發(fā)布時(shí)間：2018-09-10 13:16
【摘要】：為了改變目前科學(xué)課程學(xué)習(xí)內(nèi)容零散雜亂且銜接不當(dāng)?shù)默F(xiàn)狀,學(xué)習(xí)進(jìn)階在近十幾年成為了中外教育領(lǐng)域的研究熱點(diǎn)。2007年,美國國家研究理事會(huì)將學(xué)習(xí)進(jìn)階定義為“對學(xué)生在一個(gè)時(shí)間跨度內(nèi)學(xué)習(xí)和探究某一主題時(shí),依次進(jìn)階、逐級(jí)深化的思維方式的描述�！痹陔S后的十幾年間,學(xué)習(xí)進(jìn)階被學(xué)術(shù)界廣泛迅速的運(yùn)用。在美國科學(xué)教育課程編寫的過程中起著舉足輕重的地位。本文梳理了國內(nèi)外的研究結(jié)果,總結(jié)出學(xué)習(xí)進(jìn)階是以核心概念為主要教學(xué)內(nèi)容,描述學(xué)生在學(xué)習(xí)中經(jīng)歷的無數(shù)中間水平,最終掌握學(xué)科知識(shí)結(jié)構(gòu)框架,實(shí)現(xiàn)自我認(rèn)知發(fā)展的,不斷積累,不斷演化的過程。核心概念是指位于學(xué)科結(jié)構(gòu)的主干部分且已經(jīng)經(jīng)過檢驗(yàn)的科學(xué)概念,它能整合若干關(guān)鍵概念原理和理論,促進(jìn)學(xué)生對于學(xué)科知識(shí)的理解和自我的認(rèn)知水平,并且?guī)椭鷮W(xué)生在長時(shí)間內(nèi)將其廣泛應(yīng)用于生活中從而理解并且解決生活中的相關(guān)問題。本研究以對核心概念的理解為切入點(diǎn),以“氧化還原反應(yīng)”為核心內(nèi)容主題,構(gòu)建基于“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階,以促進(jìn)教師的教學(xué)和學(xué)生的學(xué)習(xí),以及課程領(lǐng)域和評(píng)價(jià)領(lǐng)域的發(fā)展。本研究的理論研究部分主要對國內(nèi)外關(guān)于核心概念,化學(xué)核心概念,化學(xué)核心概念教學(xué)以及學(xué)習(xí)進(jìn)階的研究進(jìn)行梳理分析,從而構(gòu)建基于“氧化還原反應(yīng)”學(xué)習(xí)進(jìn)階的理論框架。本研究根據(jù)最新高中課程標(biāo)準(zhǔn)及高考大綱對“氧化還原反應(yīng)”相應(yīng)知識(shí)點(diǎn)所做的要求,結(jié)合人教版初高中化學(xué)教材,對相關(guān)“氧化還原反應(yīng)”基本概念和基本理論進(jìn)行了分學(xué)段整理,利用概念圖概括出中學(xué)化學(xué)“氧化還原反應(yīng)”領(lǐng)域的核心概念,分別是“得氧失氧”,“化合價(jià)”,“氧化性(還原性)”,“電子守恒”,“原電池(電解池)”,并且基于認(rèn)識(shí)論的角度深化對于核心概念的理解。在關(guān)于核心概念的學(xué)習(xí)進(jìn)階的構(gòu)建上,本文借鑒“結(jié)構(gòu)中心設(shè)計(jì)法”,通過對初高中課程標(biāo)準(zhǔn),人教版化學(xué)教材以及相關(guān)已有文獻(xiàn)的研究,對于學(xué)習(xí)進(jìn)階的“階”按照學(xué)段劃分,分析出學(xué)生在每一個(gè)學(xué)段應(yīng)該實(shí)現(xiàn)的核心概念的理解目標(biāo),提出關(guān)于“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階。實(shí)證研究部分是本論文的核心部分,旨在探究“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階構(gòu)建的教學(xué)方案應(yīng)用于實(shí)際教學(xué)中是否能夠促進(jìn)教師的教學(xué)和學(xué)生的學(xué)習(xí)。本研究假設(shè)基于核心概念的學(xué)習(xí)進(jìn)階應(yīng)用于實(shí)際教學(xué)中能夠幫助教師掌握學(xué)情,明確學(xué)習(xí)目標(biāo),促進(jìn)教師的教學(xué),提高學(xué)生的成績和認(rèn)知水平。通過測試調(diào)查兩個(gè)班的學(xué)生對于人教版化學(xué)教材中“氧化還原反應(yīng)”各核心概念的學(xué)習(xí)情況,發(fā)現(xiàn)學(xué)生對于核心概念“化合價(jià)”和“電子守恒”還存在問題和障礙,從而構(gòu)建相應(yīng)核心概念的學(xué)習(xí)進(jìn)階的教學(xué)設(shè)計(jì),將其應(yīng)用于實(shí)驗(yàn)班的教學(xué)中,而在對照班采用傳統(tǒng)教學(xué)方案。最后通過后測,以驗(yàn)證教學(xué)效果。在實(shí)驗(yàn)結(jié)果,本文應(yīng)用SPSS statistics 19.0軟件分別對對照班的前后測成績和實(shí)驗(yàn)班的前后測成績進(jìn)行了測試。從顯示的數(shù)據(jù)中可以看出,實(shí)驗(yàn)班的前后測的平均分比對照組前后測的平均分存在更大的顯著性差異。因此可以說明,本研究所設(shè)計(jì)的“氧化還原反應(yīng)”的核心概念的學(xué)習(xí)進(jìn)階的教學(xué)方案能夠促進(jìn)教師的教學(xué)質(zhì)量和提高學(xué)生的成績。本研究是對“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階的研究,力求探索有助于教師的教學(xué)和學(xué)生的學(xué)習(xí)的策略。結(jié)合理論研究和實(shí)證研究,最終得出以下四點(diǎn)結(jié)論:(一)“氧化還原反應(yīng)”是中學(xué)階段位于學(xué)科結(jié)構(gòu)主干部分的核心概念。(二)“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階反映了學(xué)生概念發(fā)展路徑。(三)相異構(gòu)想是學(xué)生在“氧化還原反應(yīng)”學(xué)習(xí)進(jìn)階發(fā)展中的重要階段。(四)“氧化還原反應(yīng)”核心概念的學(xué)習(xí)進(jìn)階可以有效地促進(jìn)教學(xué)質(zhì)量。本研究尚存在一些不足,如受樣本容量和時(shí)間的限制,不能對核心概念的學(xué)習(xí)進(jìn)階做長期的實(shí)證研究,不能提供更有力的研究成果以說明學(xué)習(xí)進(jìn)階應(yīng)用于實(shí)踐中的效果。
[Abstract]:In order to change the present situation that the contents of science courses are scattered, disordered and inappropriately linked up, advanced learning has become a hot spot in the field of education both at home and abroad in the last decade. In the following ten years, advanced learning has been widely and rapidly used in academic circles. It plays an important role in the process of Compiling Science Education Curriculum in the United States. The core concept refers to the scientific concept which is located in the main body of the subject structure and has been tested. It can integrate some key concepts and theories, and promote students'knowledge of the subject. Understanding and self-awareness level, and help students to use it in life for a long time to understand and solve life-related problems. This study takes the understanding of core concepts as a breakthrough point, with "redox reaction" as the core content theme, to build a learning based on the core concept of "redox reaction". The theoretical research part of this study mainly combs and analyzes the research on core concepts, chemical core concepts, chemical core concepts teaching and learning progress at home and abroad, so as to construct learning based on "redox reaction" According to the latest high school curriculum standards and the requirements of the college entrance examination syllabus for the corresponding knowledge points of "oxidation-reduction reaction", this study combines the junior and senior high school chemistry textbooks published by the People's Education Press to sort out the basic concepts and theories of "oxidation-reduction reaction" by stages, and generalizes the "oxygen" in middle school chemistry by using the concept map. The core concepts in the field of chemical reduction reaction are "deoxygenation", "valence", "oxidation (reducibility)", "electron conservation", "galvanic cell (electrolytic cell)" and deepen the understanding of the core concepts from the epistemological point of view. Through the study of the curriculum standards for junior and senior high schools, the chemistry textbooks published by the People's Education Press and the related literature, the design method analyzes the understanding objectives of the core concepts that the students should achieve in each stage according to the stages of study, and puts forward the learning progress of the core concepts of "oxidation-reduction reaction". The research part is the core part of this paper, aiming at exploring whether the teaching scheme of advanced learning of core concepts of "redox reaction" can promote teachers'teaching and students' learning in practical teaching. By investigating the students'learning of the core concepts of "redox reaction" in the chemistry textbooks published by the People's Education Press, we find that there are still some problems and obstacles in students' learning of the core concepts of "valence" and "electronic conservation". The teaching design of the advanced learning of the corresponding core concepts is constructed and applied to the teaching of the experimental class, while the traditional teaching scheme is adopted in the control class. Finally, the teaching effect is verified by the post-test. From the data displayed, it can be seen that the average score of the experimental class before and after the test is more significant than that of the control group before and after the test. This study is an advanced study of the core concepts of redox reaction, aiming at exploring strategies conducive to teachers'teaching and students' learning. (3) Phase isomerism is an important stage in the development of students'learning of "redox reaction". (4) Advanced learning of the core concept of "redox reaction" can effectively promote the quality of teaching. Some shortcomings, such as limited sample size and time, can not do long-term empirical research on the learning progress of core concepts, can not provide more powerful research results to illustrate the effectiveness of learning progress in practice.
【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】：2017
【分類號(hào)】：G633.8
本文編號(hào)：2234550
[Abstract]:In order to change the present situation that the contents of science courses are scattered, disordered and inappropriately linked up, advanced learning has become a hot spot in the field of education both at home and abroad in the last decade. In the following ten years, advanced learning has been widely and rapidly used in academic circles. It plays an important role in the process of Compiling Science Education Curriculum in the United States. The core concept refers to the scientific concept which is located in the main body of the subject structure and has been tested. It can integrate some key concepts and theories, and promote students'knowledge of the subject. Understanding and self-awareness level, and help students to use it in life for a long time to understand and solve life-related problems. This study takes the understanding of core concepts as a breakthrough point, with "redox reaction" as the core content theme, to build a learning based on the core concept of "redox reaction". The theoretical research part of this study mainly combs and analyzes the research on core concepts, chemical core concepts, chemical core concepts teaching and learning progress at home and abroad, so as to construct learning based on "redox reaction" According to the latest high school curriculum standards and the requirements of the college entrance examination syllabus for the corresponding knowledge points of "oxidation-reduction reaction", this study combines the junior and senior high school chemistry textbooks published by the People's Education Press to sort out the basic concepts and theories of "oxidation-reduction reaction" by stages, and generalizes the "oxygen" in middle school chemistry by using the concept map. The core concepts in the field of chemical reduction reaction are "deoxygenation", "valence", "oxidation (reducibility)", "electron conservation", "galvanic cell (electrolytic cell)" and deepen the understanding of the core concepts from the epistemological point of view. Through the study of the curriculum standards for junior and senior high schools, the chemistry textbooks published by the People's Education Press and the related literature, the design method analyzes the understanding objectives of the core concepts that the students should achieve in each stage according to the stages of study, and puts forward the learning progress of the core concepts of "oxidation-reduction reaction". The research part is the core part of this paper, aiming at exploring whether the teaching scheme of advanced learning of core concepts of "redox reaction" can promote teachers'teaching and students' learning in practical teaching. By investigating the students'learning of the core concepts of "redox reaction" in the chemistry textbooks published by the People's Education Press, we find that there are still some problems and obstacles in students' learning of the core concepts of "valence" and "electronic conservation". The teaching design of the advanced learning of the corresponding core concepts is constructed and applied to the teaching of the experimental class, while the traditional teaching scheme is adopted in the control class. Finally, the teaching effect is verified by the post-test. From the data displayed, it can be seen that the average score of the experimental class before and after the test is more significant than that of the control group before and after the test. This study is an advanced study of the core concepts of redox reaction, aiming at exploring strategies conducive to teachers'teaching and students' learning. (3) Phase isomerism is an important stage in the development of students'learning of "redox reaction". (4) Advanced learning of the core concept of "redox reaction" can effectively promote the quality of teaching. Some shortcomings, such as limited sample size and time, can not do long-term empirical research on the learning progress of core concepts, can not provide more powerful research results to illustrate the effectiveness of learning progress in practice.
【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】：2017
【分類號(hào)】：G633.8
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 郭玉英;姚建欣;;基于核心素養(yǎng)學(xué)習(xí)進(jìn)階的科學(xué)教學(xué)設(shè)計(jì)[J];課程.教材.教法;2016年11期
2 張穎之;;理科課程設(shè)計(jì)新理念:“學(xué)習(xí)進(jìn)階”的本質(zhì)、要素與理論溯源[J];課程.教材.教法;2016年06期
3 辛濤;樂美玲;郭艷芳;姜宇;;學(xué)業(yè)質(zhì)量標(biāo)準(zhǔn)的建立途徑:基于認(rèn)知診斷的學(xué)習(xí)進(jìn)階方法[J];教育學(xué)報(bào);2015年05期
4 孫影;畢華林;;科學(xué)教育中學(xué)習(xí)進(jìn)階的開發(fā)模式研究述評(píng)——以ChemQuery評(píng)價(jià)系統(tǒng)為例[J];全球教育展望;2015年08期
5 翟小銘;郭玉英;李敏;;構(gòu)建學(xué)習(xí)進(jìn)階:本質(zhì)問題與教學(xué)實(shí)踐策略[J];教育科學(xué);2015年02期
6 姚建欣;郭玉英;;為學(xué)生認(rèn)知發(fā)展建模:學(xué)習(xí)進(jìn)階十年研究回顧及展望[J];教育學(xué)報(bào);2014年05期
7 王磊;黃鳴春;;科學(xué)教育的新興研究領(lǐng)域:學(xué)習(xí)進(jìn)階研究[J];課程.教材.教法;2014年01期
8 李佳濤;王靜;崔鴻;;以“學(xué)習(xí)進(jìn)階”方式統(tǒng)整的美國科學(xué)教育課程——基于《K-12科學(xué)教育框架》的分析[J];外國教育研究;2013年05期
9 約瑟夫·科瑞柴科;;革命性的變化:美國確立新一代科學(xué)教育框架[J];基礎(chǔ)教育課程;2013年Z1期
10 郭玉英;姚建欣;張靜;;整合與發(fā)展——科學(xué)課程中概念體系的建構(gòu)及其學(xué)習(xí)進(jìn)階[J];課程·教材·教法;2013年02期
相關(guān)博士學(xué)位論文 前3條
1 孫影;基于ChemQuery評(píng)價(jià)系統(tǒng)的化學(xué)變化學(xué)習(xí)進(jìn)階研究[D];山東師范大學(xué);2015年
2 范增;我國高中物理核心概念及其學(xué)習(xí)進(jìn)階研究[D];西南大學(xué);2013年
3 丁偉;氧化還原反應(yīng)相關(guān)概念內(nèi)部表征的研究[D];華東師范大學(xué);2008年
相關(guān)碩士學(xué)位論文 前7條
1 童文昭;物質(zhì)結(jié)構(gòu)核心概念及其學(xué)習(xí)進(jìn)階研究[D];華中師范大學(xué);2015年
2 諶秀云;中學(xué)生化學(xué)反應(yīng)學(xué)習(xí)進(jìn)程研究[D];華東師范大學(xué);2012年
3 尹苗苗;中學(xué)化學(xué)核心概念及學(xué)生的相關(guān)認(rèn)知結(jié)構(gòu)研究[D];南京師范大學(xué);2011年
4 周蓉;高中化學(xué)課程中電解質(zhì)相關(guān)概念教與學(xué)的研究[D];揚(yáng)州大學(xué);2010年
5 鄭曉英;高一化學(xué)氧化還原反應(yīng)概念教學(xué)的研究[D];首都師范大學(xué);2009年
6 辛本春;中學(xué)生化學(xué)基本觀念培養(yǎng)的研究[D];山東師范大學(xué);2008年
7 李秀滋;氧化還原反應(yīng)概念形成與問題解決的系統(tǒng)研究[D];華東師范大學(xué);2006年
，本文編號(hào)：2234550
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2234550.html
最近更新
教材專著
