水溶液中的电离学习诊断研究-CNKI知网查重检测系统入口

水溶液中的电离学习诊断研究

2020-02-13
作者:中国知网论文查重入口
在教学过程中,教师能及时掌握学生的学习情况对教师的教学是很重要的,对学生的学习情况进行诊断是一种重要的研究方法。该研究基于以上知识,以课本、课程标准和考试大纲等为参照,分析学生现状,对学生在“水溶液中的电离”学习情况进行诊断研究。
“水溶液中的电离”是选取人教版高中化学选修4中第三章“水溶液中的离子平衡”的内容,涉及到的内容包括电解质、电离、电离平衡、电离方程式、电离度、影响电离的因素等知识,从知识应用类型方面可以分为概念、计算、图像题和推理分析题等。
该研究基于以上知识,利用文献研究法、调研法、访谈法和对比分析法以课本、课程标准和考试大纲作为参照,分析学生现状,对学生在此阶段的学习情况进行诊断研究,了解学生在学习上存在的缺陷,从而帮助教师教学。该研究主要包括两方面的研究:一:对“水溶液中的电离”的概念、计算、图像、推理分析四个方面进行全面的诊断研究;二:首先制定合理的知识-能力维度表,再对试题进行合理编写,试题测试分两次进行,共四个班参与。四个板块总分各30分,A1、A2班是实验班,成绩较好;B1、B2班是普通班,成绩一般。再根据测试成绩进行访谈,总结分析不同学生的重难点把握情况,从而提高教学效率。
通过诊断研究,本文得出以下结论:
一:在解答同一测试题时,不同学业水平的学生在概念、计算、图像、推理分析四个方面的四种能力维度有明显差异,即A1、A2的平均成绩比B1、B2的平均成绩高。
二:同一学生在不同能力维度上,存在较为明显的差异。在概念能力维度存在较小的差异,在图像及推理分析等的抽象概括能力维度上存在较大的差异。A1、A2、B1、B2四个班均呈现这一诊断研究规律。
三:当相同的知识点以概念、计算、图像、推理分析四种不同方式呈现时,不同学业水平学生之间存在明显差异。诊断研究结果中A1、A2班的同学学业水平相对较高,其标准分均分的差值较小,B1、B2班的同学学业水平相对较低,其标准分均分的差值较大。
四:在性别差异上,四个班的男女生在四种能力维度得分均存在显著差异,男生在各能力维度上的平均分均高于女生。
本文在诊断研究结论的基础上,进行了相关访谈及对比分析提出了教学和学习双向的建议启示,同时也为高中化学的教学两方面提供了深远的意义。
关键词:化学概念、水溶液中的电离、诊断研究、教学方法、
 
 
 
 
ABSTRACT
 
"Ionization in Aqueous Solution" is the third chapter of "People's Equilibrium in Aqueous Solution" in the Chemical Education Elective 4 of the PEP, including electrolytes, ionization, ionization balance, ionization equation, ionization, and ionization. Knowledge such as factors can be divided into concepts, calculations, image problems and reasoning analysis questions from the types of knowledge applications.
Based on the above knowledge, the research uses literature research method, research method, interview method and comparative analysis method to analyze the current situation of students by using textbooks, curriculum standards and examination syllabus as a reference, and to conduct a diagnostic study on students' learning at this stage to understand the students. Learning defects in learning to help teachers teach. The research mainly includes two aspects of research: one: comprehensive diagnosis research on the concept, calculation, image and reasoning analysis of “ionization in aqueous solution”; secondly, firstly formulate a reasonable knowledge-capability dimension table, and then The questions were written reasonably, and the test questions were conducted twice, with a total of four classes participating. The total score of each of the four sections is 30 points. The A1 and A2 classes are experimental classes with good grades; the B1 and B2 classes are regular classes with average grades. According to the test results, interviews were conducted to summarize and analyze the difficulties and difficulties of different students, so as to improve teaching efficiency.
Through diagnostic research, the paper draws the following conclusions:
1.When answering the same test questions, students of different academic levels have obvious differences in the four functional dimensions of concept, calculation, image and reasoning analysis, that is, the average scores of A1 and A2 are higher than the average scores of B1 and B2.
2.There are obvious differences in the same ability dimension of the same student. There are small differences in the conceptual ability dimension, and there are big differences in the abstract summarization ability dimensions such as image and reasoning analysis. The four classes A1, A2, B1 and B2 all presented this diagnostic research law.
3.When the same knowledge points are presented in four different ways: concept, calculation, image, and reasoning analysis, there are significant differences between students of different academic levels. In the results of the diagnosis, the students in the A1 and A2 classes have relatively high academic level, and the difference between the standard scores is small. The students in the B1 and B2 classes have relatively low academic standards, and the difference between the standard scores is larger.
4.In terms of gender differences, the scores of the four classes of boys and girls in the four classes have significant differences, and the average score of boys in each ability dimension is higher than that of girls.
Based on the conclusions of the diagnostic research, this paper conducts relevant interviews and comparative analysis, and proposes two-way suggestions for teaching and learning. It also provides far-reaching significance for the teaching of high school chemistry.
Key words: chemical concept, ionization in aqueous solution, diagnostic research, teaching methods,
 

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