【作者】 王艳；

【导师】 王后雄；

【作者基本信息】 华中师范大学 ， 课程与教学论（化学）， 2018， 硕士

【摘要】 “盐类的水解”是高中化学“溶液中的离子平衡”这一章中很重要的组成部分,它要求学生具备微粒观、守恒观和平衡观等化学观念以及微观表征和符号表征等学科能力。此外,“盐类的水解”知识被广泛应用于化工生产和日常生活,对人们的生活、生产有着十分重要的意义。因此,“盐类的水解”在高中化学学习中占有重要的地位。现行的高考化学评价标准要求凸显“能力立意”的中心思想,现行的学习评价方式更看重对学生学习结果的评价,主要是通过统一考试的形式进行量化评价。本文以Biggs(1982)提出的着重学生学习质量评价的SOLO分类评价理论为基础,并结合Trigwell,Prosser(1991)和Burneet(1999)提出的SOLO分类理论的次层次结构理论进而选定本研究的基本框架。基于研究框架和近5年全国各地高考化学“盐类的水解”SOLO水平要求分析,选择并编制了本次研究的“盐类的水解”SOLO水平测试卷,以武冈市高三年级理科实验班162人为预测试研究对象。通过预测试数据的收集与分析,发现基于SOLO分类评价标准对学生“盐类的水解”模块SOLO水平判定过程比较繁琐、可操作性不强且不适用于大样本的研究。因此,提出SOLO分类简化评价标准和SOLO分类量化评价标准,并对两种不同的评价标准获得的数据进行相关性分析,分析结果表明两种不同的评价标准之间具有显著性正相关。在正式研究中,扩大样本数量,研究了武冈市高三年级四个实验班和两个普通班共计360名高三理科班学生,主要研究问题:(1)高三学生在“盐类的水解”学习上的SOLO水平结构;(2)学生在“盐类的水解”模块达到的SOLO水平结构与高考所要求达到的SOLO水平结构之间的差距;(3)基于学生“盐类的水解”SOLO水平的现状调查,提出针对性的复习建议。研究结果表明:(1)只有17%的学生在“盐类的水解”部分的学习能达到关联结构高级水平,完全符合高考化学“盐类的水解”部分的SOLO水平要求;(2)有37%的学生在“盐类的水解”部分学习能达到关联结构中级水平,勉强符合高考化学“盐类的水解”部分的要求;(3)有46%的学生在“盐类的水解”部分学习处于关联结构低级水平甚至更低的SOLO水平结构,不能满足高考化学考纲、课标、高考化学“盐类的水解”试题所要求的SOLO水平。基于上述研究结果以及单个试题分析,提出学生自主复习“盐类的水解”知识的建议:(1)知识网络化,认知结构化;(2)内容全面化,原理透彻化;(3)思维多样化,方法综合化;(4)练习模块化,反思系统化。同时,结合研究结论和2017版高中化学课程标准,提出有关“盐类的水解”教学建议:(1)线上线下结合,突破学习场域;(2)单元整体设计,实现深度学习;(3)活动层层推进,发展核心素养;(4)思路方法外显,促进自主迁移。“盐类的水解”部分的知识点繁多,变式题形式多样,因此强调在复习中要将“盐类的水解”部分的知识点串联成知识网络,建议学生将“盐类的水解”的认知与已有的认知结构进行同化和顺应;深入理解“盐类的水解”知识原理,将“盐类的水解”知识与弱电解质的电离、酸碱中和滴定、化学平衡等知识点进行关联,尝试“一题多解,巧学巧解”,培养发散性思维、聚敛性思维等多种思维能力,以达到能够综合运用“盐类的水解”相关知识解决相关问题。更多还原

【Abstract】 The hydrolysis of salts is an important component of ionic equilibrium in the solution for senior high school chemistry,which demands the concept of particles,conservation and equilibrium and the ability of microstructure characterization and symbolic representation.The hydrolysis of salts has been widely used in chemical production and daily life and has significant effect on life and production.So,the hydrolysis of salts plays an important role in the senior high school chemistry and deserves research significance.The current evaluation criterion of chemistry in college entrance examination emphasizes "ability to conception" but the traditional learning evaluation criterion emphasizes on the learning outcomes quantified by unified examination.This paper is based on the SOLO classification evaluation theory(proposed by Biggs in 1982)aimed for study quality assessment of students,as well as the sub-level structure theory of SOLO classification evaluation(proposed by Prosser in 1991 and Burneet in 1999)to determine the frame of the paper。The test paper for the research is made based on the research frame and the analysis of SOLO classification evaluation theory for hydrolysis of salts in chemistry entrance examination over the country of recent five years,and 162 students in experimental science class at the third grade in the county WuGang are chose as the research object of the pre-test。It is found from the analysis of the pre-test data that the decision procedure of SOLO level of hydrolysis of salts by the SOLO classification evaluation theory is relatively tedious and has low operability as well as low applicability for big sample research;So the simplified SOLO classification evaluation theory and the quantified SOLO classification based on the research are proposed.The correlation analysis of the research data based on two different evaluation theories shows that there is significant correlation between the two evaluation theories.The sample size is enlarged to 360 students in four experimental science classes and two ordinary science classes at the third grade in the county WuGang during the formal research.The research includes(1)the structure of SOLO level in the study of the hydrolysis of salts(2)the difference of the SOLO level of hydrolysis of salts between the real situation and the requirement of the college entrance examination;(3)advice for review based on the survey of the SOLO level.The results of the formal research shows that:(1)only 17%of the students can reach A-level of associative architecture in the study of hydrolysis of salts and completely meet the criterion of the college entrance examination;(2)37%of the students can reach intermediate level of associative architecture in the study of hydrolysis of salts and meet the criterion of the college entrance examination;(3)46%of the students lie on low level of associative architecture in the study of hydrolysis of salts and cannot meet the criterion of the college entrance examination.The efficient advice for the review of salts hydrolysis by the students themselves is proposed based on the research and the analysis of single question:(1)having networked knowledge and structured cognition;(2)having generalized content and thorough comprehension of the mechanism;(3)having diversified thought and comprehensive method;(4)having modularized exercise and systematized introspection.Meanwhile,the advice for the teaching of salts hydrolysis is also proposed based on the research results and curriculum standards published in 2007 for high school chemistry:(1)combination of online and offline and breakthrough of learning place(2)integrated design of each unit for deep learning;(3)activity carried out gradually for development of key competence;(4)clear expression of thinking way and methods for self-migration.There are lots of knowledge points and variant questions of hydrolysis of salts,so the students are advised to make the knowledge points a knowledge network and conform to the existing cognition;have thorough comprehension of the mechanism of hydrolysis of salts and make correlation with ionization of the weak electrolyte,acid-base neutralization titration and chemical equilibrium;try for multi-solution and smart-solution to develop divergent thinking and convergent thinking and the ability of comprehensive application of the knowledge points of hydrolysis of salts.更多还原