發(fā)布時(shí)間：2018-11-11 16:39

【摘要】：本課題研究在對(duì)國內(nèi)外有關(guān)研究進(jìn)行綜述的基礎(chǔ)上,針對(duì)現(xiàn)階段學(xué)生“電解質(zhì)”概念的學(xué)習(xí)狀況以及教師的教學(xué)情況,提出了本課題研究的意義,并采用二段式測(cè)驗(yàn)法探查了學(xué)生在學(xué)習(xí)“電解質(zhì)”概念之前的已有經(jīng)驗(yàn)知識(shí)以及學(xué)習(xí)“電解質(zhì)”概念之后在頭腦中形成的相異構(gòu)想,對(duì)收集到的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,結(jié)果顯示：學(xué)生在學(xué)習(xí)電解質(zhì)之前確實(shí)存在相關(guān)經(jīng)驗(yàn)知識(shí),而且某些經(jīng)驗(yàn)知識(shí)是有缺陷的,學(xué)生在電解質(zhì)學(xué)習(xí)之后會(huì)形成各種類型的相異構(gòu)想。接著通過控制變量(教材的編排和教師的講授)的方法,設(shè)計(jì)四種不同的教學(xué)方式進(jìn)行教學(xué)實(shí)踐,得出不同的教材文本和教師講授方式引發(fā)學(xué)生形成的相異構(gòu)想的類型,驗(yàn)證了教材的編排和教師的講授確實(shí)是影響學(xué)生形成電解質(zhì)概念相異構(gòu)想的因素,而且教師的講授影響最大。本課題研究著重解決的問題是：(1)高一學(xué)生在“電解質(zhì)”概念學(xué)習(xí)之前對(duì)“導(dǎo)電”相關(guān)知識(shí)的已有知識(shí)經(jīng)驗(yàn)有哪些?在“電解質(zhì)”概念學(xué)習(xí)之后又會(huì)形成哪些類型的相異構(gòu)想。(2)已有研究得出的影響中學(xué)生形成電解質(zhì)相異構(gòu)想的三個(gè)因素“學(xué)生已有的知識(shí)經(jīng)驗(yàn)、教材的編排順序、教師的講授”,分別影響學(xué)生形成哪些類型的相異構(gòu)想?哪個(gè)影響因素占主導(dǎo)地位,哪種教材的編排順序和教師的教授方式最適合學(xué)生的學(xué)習(xí)?為了解決上述兩個(gè)問題,本研究設(shè)計(jì)了以下四個(gè)部分的內(nèi)容：第一部分：“電解質(zhì)”相關(guān)知識(shí)的思維導(dǎo)圖。第二部分：利用二段式測(cè)量工具編制調(diào)查問卷,測(cè)查高一學(xué)生“導(dǎo)電”已有知識(shí),探查高二學(xué)生對(duì)于“電解質(zhì)”概念相異構(gòu)想。第三部分：通過分別控制“教材的呈現(xiàn)方式、教師的講授”這兩個(gè)因素,以探查出影響中學(xué)生形成“電解質(zhì)”相異構(gòu)想的因素分別是會(huì)導(dǎo)致學(xué)生形成哪些類型的相異構(gòu)想,哪個(gè)影響因素占主導(dǎo)。第四部分：對(duì)上述所有的數(shù)據(jù)進(jìn)行分析,總結(jié)出本課題研究的結(jié)論。
[Abstract]:On the basis of summarizing the relevant research at home and abroad, this paper puts forward the significance of the research on the concept of "electrolyte" for students and the teaching situation of teachers. The two-stage test was used to explore the students' experience before learning the concept of "electrolyte" and the different ideas formed in their minds after learning the concept of "electrolyte", and the collected data were statistically analyzed. The results show that prior to the study of electrolytes, students do have relevant knowledge of experience, and some of the empirical knowledge is defective, students will form different types of different ideas after learning electrolytes. Then, through the method of controlling variables (the arrangement of teaching materials and the teaching of teachers), four different teaching methods are designed to carry out teaching practice, and the types of different ideas formed by students caused by different text of teaching materials and teaching methods of teachers are obtained. It is verified that the arrangement of teaching materials and the teaching of teachers are the factors that influence students to form different conception of electrolyte, and the teaching of teachers has the greatest influence. This research focuses on the following questions: (1) what are the existing knowledge and experience of "conductivity" among senior one students before the "electrolyte" concept study? What types of different ideas will be formed after the concept of "electrolyte" has been studied? (2) the three factors that have been studied to influence the formation of electrolyte dissimilar ideas among middle school students are "students' existing knowledge and experience, the arrangement of teaching materials," What types of different ideas does the teacher's teaching ", respectively, affect the formation of students?" Which factors play the leading role, which kind of textbooks are arranged in order and how teachers teach is the most suitable for students to learn? In order to solve the above two problems, the following four parts are designed: the first part: the "electrolyte" related knowledge of the thinking map. The second part is to make a questionnaire by using a two-stage measuring tool to test the knowledge of "conductivity" in Senior one students, and to explore the different conception of "electrolyte" in Senior two students. The third part: by controlling the "presentation of teaching materials and teaching by teachers", the author tries to find out which types of different ideas will be formed by the factors that affect the formation of "electrolytes" in middle school students. Which factors dominate. The fourth part: the above-mentioned data analysis, summed up the conclusions of this research.
【學(xué)位授予單位】：廣西師范大學(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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