【摘要】：培養(yǎng)學(xué)生化學(xué)問(wèn)題解決能力是化學(xué)學(xué)科重要任務(wù)。有機(jī)化學(xué)是化學(xué)學(xué)科的重要組成部分,同分異構(gòu)體知識(shí)是化學(xué)的重要知識(shí)點(diǎn),貫穿于有機(jī)化學(xué)的學(xué)習(xí),由此可見(jiàn),探究學(xué)生同分異構(gòu)體問(wèn)題解決的重要性。本研究以元認(rèn)知理論和問(wèn)題解決理論為理論支撐,采用團(tuán)體測(cè)試、典型訪(fǎng)談、口語(yǔ)報(bào)告相結(jié)合的研究方法,以高二學(xué)生為研究對(duì)象,先后對(duì)學(xué)生進(jìn)行了同分異構(gòu)體測(cè)試、元認(rèn)知水平調(diào)查量表、同分異構(gòu)體概念訪(fǎng)談、同分異構(gòu)體元認(rèn)知口語(yǔ)報(bào)告。并從學(xué)生學(xué)業(yè)水平、性別等幾個(gè)方面對(duì)學(xué)生元認(rèn)知水平和同分異構(gòu)體問(wèn)題解決進(jìn)行了研究,并進(jìn)一步研究了學(xué)生元認(rèn)知影響同分異構(gòu)體問(wèn)題解決機(jī)制。本論文主要包括五個(gè)部分：第一部分：提出本研究課題的重要性、相關(guān)問(wèn)題及研究現(xiàn)狀,闡明研究?jī)?nèi)容及方法、研究目的及意義。第二部分：通過(guò)閱讀國(guó)內(nèi)外相關(guān)理論文獻(xiàn),并對(duì)指導(dǎo)理論的研究及相關(guān)問(wèn)題做了詳盡的綜述,為本研究提供理論支撐。第三部分：對(duì)實(shí)證研究的過(guò)程與方法的具體說(shuō)明,包括研究工具的編制過(guò)程,研究對(duì)象的選取依據(jù)及采用的研究方法和程序。第四部分：對(duì)量表和測(cè)試進(jìn)行統(tǒng)計(jì)和分析,并結(jié)合SPSS19.0和EXCEL進(jìn)行數(shù)據(jù)分析,得出結(jié)論,并有針對(duì)性的為教學(xué)提供建議。主要進(jìn)行四個(gè)方面的研究與分析： (1)研究學(xué)生同分異構(gòu)體概念的學(xué)習(xí)情況,并通過(guò)典型訪(fǎng)談進(jìn)行歸因。(2)通過(guò)進(jìn)行同分異構(gòu)體概念應(yīng)用測(cè)試,從性別、學(xué)業(yè)水平兩方面來(lái)研究學(xué)生同分異構(gòu)體問(wèn)題解決。(3)對(duì)學(xué)生進(jìn)行元認(rèn)知水平調(diào)查,從學(xué)業(yè)水平、性別兩個(gè)方面分析學(xué)生元認(rèn)知水平的高低的影響因素。(4)探究元認(rèn)知水平和同分異構(gòu)體問(wèn)題解決的關(guān)系,并選取不同層次學(xué)生進(jìn)行同分異構(gòu)體元認(rèn)知口語(yǔ)報(bào)告,分析學(xué)生解題心理機(jī)制。通過(guò)研究,我們主要得出以下結(jié)論：(1)學(xué)生學(xué)業(yè)水平影響其同分異構(gòu)體問(wèn)題解決,學(xué)業(yè)水平高的學(xué)生,同分異構(gòu)體問(wèn)題得分較高。(2)學(xué)生學(xué)業(yè)水平影響其元認(rèn)知水平,學(xué)業(yè)水平高的學(xué)生,元認(rèn)知水平較高。(3)學(xué)生的元認(rèn)知水平影響其同分異構(gòu)體問(wèn)題解決。元認(rèn)知水平高的學(xué)生,同分異構(gòu)體測(cè)試得分高,所以教師要注重培養(yǎng)學(xué)生元認(rèn)知能力。通過(guò)研究為教學(xué)提出以下建議：(1)優(yōu)化傳統(tǒng)教學(xué)方法,幫助學(xué)生更好的學(xué)習(xí)概念。(2)培養(yǎng)學(xué)生元認(rèn)知能力,調(diào)動(dòng)學(xué)生學(xué)習(xí)積極主動(dòng)性。(3)轉(zhuǎn)換傳統(tǒng)診斷視角,重視學(xué)生問(wèn)題解決心理機(jī)制。(4)挖掘優(yōu)生潛在資源,以“優(yōu)”帶“差”促進(jìn)共同進(jìn)步。最后一部分：研究總結(jié)及反思,包括對(duì)本研究進(jìn)行總結(jié)及對(duì)研究的創(chuàng)新點(diǎn)和不足之處進(jìn)行反思。
[Abstract]:It is an important task of chemistry to cultivate students' ability to solve chemical problems. Organic chemistry is an important part of chemistry, and isomer knowledge is an important knowledge point of chemistry, which runs through the study of organic chemistry. Thus, it can be seen that it is important to explore the problem solving of students' isomer. Based on the theory of metacognition and problem-solving, this study adopts the combination of group test, typical interview and oral report, and takes the sophomore students as the research object. The students are tested by isomorphism test, metacognition level survey scale, isomorphism concept interview and isomer metacognition oral report. This paper also studies the students' metacognition level and isomorphism problem solving from the aspects of students' academic level and gender, and further studies the problem solving mechanism of students' metacognition affecting isomorphism. This paper mainly includes five parts: the first part: put forward the importance of this research topic, related problems and research status, clarify the research content and methods, research purpose and significance. The second part: through reading the relevant theoretical literature at home and abroad, and makes a detailed review of the research of guidance theory and related issues, to provide theoretical support for this study. The third part: the specific description of the process and methods of empirical research, including the compilation process of research tools, the basis for the selection of research objects and the research methods and procedures adopted. The fourth part: statistics and analysis of the scale and test, and combined with SPSS19.0 and EXCEL data analysis, draw conclusions, and targeted to provide suggestions for teaching. The main research and analysis are as follows: (1) to study the learning situation of students' isomorphism concept, and to attribute it through typical interviews. (2) to study the problem solving of students' isomorphism from two aspects of sex and academic level through the application test of isomorphism concept. (3) to investigate the students' metacognition level, from the academic level, This paper analyzes the influencing factors of students' metacognition level from two aspects of gender. (4) to explore the relationship between metacognition level and isomorphism problem solving, and to select different levels of students to make oral reports on isomorphism metacognition, and to analyze the psychological mechanism of students' problem-solving. Through the study, we mainly draw the following conclusions: (1) students' academic level affects their isomorphism problem solving, and students with high academic level have higher scores. (2) students' academic level affects their metacognition level, and students with high academic level have higher metacognition level. (3) students' metacognition level affects their isomorphism problem solving. Students with high metacognition level have high scores in isomorphism test, so teachers should pay attention to cultivating students' metacognition ability. Through the research, the following suggestions are put forward for teaching: (1) optimizing traditional teaching methods to help students better learn concepts. (2) cultivating students' metacognition ability and mobilizing students' active learning initiative. (3) changing the perspective of traditional diagnosis and paying attention to students' psychological mechanism of problem solving. (4) excavating the potential resources of excellent students to promote common progress with "excellent" and "poor". The last part: the summary and reflection of the study, including the summary of this study and the innovation and shortcomings of the study.
【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(lèi)號(hào)】：G633.8

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