【摘要】 本研究的目的是诊断高中生对分子空间结构概念群的掌握情况，并探究高中生分析分子空间结构的方法及学习困难。研究工具是自编的分子空间结构认知诊断测验，被试是来自海南省5所高中学校的639名学生，采用DINA模型和极大后验估计方法获得属性掌握模式和掌握比率。研究结果发现，(1)高中生在分子空间结构概念群的学习困难主要涉及孤电子对数、价层电子对数和分子的极性；(2)高中生分子空间结构概念群的学习之路，除了存在理论描述的学习之路以外，还存在一些非理论的学习之路，主要涉及孤电子对数、VSEPR模型、分子的空间结构和杂化轨道类型。更多还原

【Abstract】 The aim of this study was to diagnose the mastery pattern and learning difficulties associated with the concept group “molecular geometry” among high school students, as well as explore the methods employed by students for analyzing molecular geometry and their corresponding learning challenges. A self-designed test was utilized as the research tool. The participants consisted of 639 students from five high schools in Hainan province. The DINA model and maximum posterior estimation were employed to determine attribute mastery patterns and mastery ratios. The findings revealed that:(1) High school students encountered learning difficulties primarily related to understanding concepts such as lone electron logarithm, valence electron logarithm, and molecule polarity within the concept group “molecular geometry”;(2) Apart from theoretical learning paths, there were also non-theoretical approaches adopted by students to comprehend the concept group “molecular geometry”, particularly focusing on concepts like lone electron logarithm, VSEPR model, molecular geometry, and hybrid orbital types.更多还原