【作者】 王芳；

【导师】 魏沙平；

【作者基本信息】 西南大学 ， 学科教学（化学）（专业学位）， 2020， 硕士

【摘要】 高考化学试题逐渐从“能力立意”向“素养立意”转变,研究高考试题对核心素养的落地开花具有导向作用,对教师的教和学生的学具有指导作用。化学工业流程题具有信息量大、知识面广、难度较大、区分度较大的特点,不仅能较好的检测学生获取信息、整合信息的能力和综合所学知识解决实际问题的能力,而且能让师生体验到化学的实用性和题海战术的无效性,从而引领化学教学由以教师为主体的“讲、练、评”模式走向以学生为主体的“知识、能力、素养”模式上来。本文运用了文献研究法、文本分析法、访谈法和数据分析法等研究方法。首先,通过文献综述法了解了近十年化学工业流程题解题策略的研究现状,探索了本次研究的理论基础。其次,通过文本分析法研究了近五年高考全国卷的化学工业流程题,为高三的教、学、研提供了参考。再次,以教师和学生为研究对象,用结构性访谈法探究了化学工业流程题常见的解题错因,并提出了相应的解题策略。最后,利用数据分析法对教学实验的成绩进行了统计分析。本研究分为七个部分。第一部分绪论,主要阐述了文章的研究背景、目的与意义、方法和思路、国内外研究现状等。第二部分理论研究,主要对本文的理论基础和概念界定进行了概述。第三部分高考试题,首先从试题分值、试题结构和试题内容等试题特点入手对近五年化学工业流程题进行了定性分析;其次从试题结构和试题分析的角度对近五年全国卷Ⅰ进行了深刻解读。第四部分探索错因,阐述了调查研究的设计与实施方案,分析了教师和学生的访谈结果,进而提出了化学工业流程题的三个解题错因。第五部分解题策略,针对解题错因,从非智力因素和智力因素两方面提出了三个解题策略。第六部分实践研究,设计教学实验对化学工业流程题解题策略的有效性进行研究。第七部分结论展望,涉及研究结论、研究启示、研究创新、研究不足和待解决问题。本文研究结论:试题特点:信息新颖、难度较大、综合性强;试题分值为14-15分;试题数量为1-2个;试题结构图文并茂,分为题头、流程图和题尾设问三部分,设问为7-8空,每空分值1-3分;重点考查14种元素,考查频次较高的元素为B、N、Na、Mg、Al、Si、Fe、S、Cl、Zn;考查方向分别是由含杂质矿物质经分离提纯制备指定产品,由工业废水、废气和废渣转化处理制备指定产品和由已知物质经化学反应制备指定产品;考查范围为以化工生产过程为载体,综合考查学科必备知识和测评学科关键能力。高考命题趋势:试卷的政治、经济、文化、科技和生态色彩浓重,基础性、应用性、创新性和时代性明显,以“稳中有变”和“稳中有新”为特点,以“立德树人”和“五育并举”为导向,依托学科必备知识和关键能力考查学生的核心素养,为高校选拔人才提供了依据,为中学教育教学提供了指导。解题错因:心理素质不佳、表达不规范等非智力因素影响;学科知识不扎实,学科思想方法不健全;学科关键能力有限,学科核心素养欠缺等智力因素影响。解题策略:通过增强学生自信,养成规范表达的习惯减少非智力因素失分。通过构建学科知识体系,培养学科思想方法;提升学科关键能力,渗透学科核心素养减少智力因素失分。实践研究:化学工业流程题解题策略是有效的。更多还原

【Abstract】 The chemistry tests of college entrance examination gradually have changed from "Competence " to "Literacy ".So the study of college entrance examination questions not only has a guiding effect on the form of "Core Literacy",but also plays an instructive role in teachers’ teaching and students’ learning.Chemical industry process questions,which have the characteristics of large amount of information,wide range of knowledge,great degree of difficulty and high differentiation,which not only can test the students’ abilities to obtain information,integrate information and solve practical problems by integrating the knowledge learned,but also make teachers and students experience the practicability of chemistry and the invalidation of tactics of doing lots of exercises,so as to lead the teaching of chemistry from the teacher-centered mode of "speaking,practicing and evaluating" to the students-oriented mode of "knowledge,ability and literacy ".The study uses methods such as literature research,text analysis,interviews,and data analysis.First of all,we learn the research status of the chemical industry process test problem-solving strategies of the last decade and explore the theoretical basis of the study using literature review.Secondly,through the text analysis,it has explored the chemical industry process questions of the college entrance examination in the last five years,which provided the reference for the teaching,learning and research of Senior Three.Thirdly,by means of the structural interviews with teachers and students,the paper probes into the common reasons why senior high school students make mistakes while solving the examination questions based on chemical industry process,and puts forward corresponding strategies for the wrong reasons.Finally,the results of teaching experiments have been analyzed by data analysis.The study consists of seven parts.The first part is the introduction,which mainly expounds the research background,purpose and significance,methods and thoughts,research status at home and abroad.The second part is theoretical research,which summarizes theoretical basis and conceptual definition of this paper.The third part is the college entrance examination questions.First of all,it is the qualitative analysis of the scores,structures and contents of the test questions for the characteristics of chemical industry process questions in the last five years.Secondly,from the perspective of question structure and analysis,the questions of the national volume I within the last five years have been deeply interpreted.The fourth part explores the wrong causes,expounding the design and implementation of the investigation,analyzing the interview results of teachers and students,and then putting forward three wrong causes of solving chemical industry process questions.The fifth part,aiming at the causes of making mistakes,it puts forward three problem-solving strategies from the two aspects: the non-intelligence factors and the intelligence factors.The sixth part is the practice research,which researches the effectiveness of the problem-solving strategies for chemical industry process questions by designing the teaching experiments.The seventh part is conclusions and prospects,involving research conclusions,research enlightenment,research innovation,research deficiencies and the problems to be solved.The conclusion of the research,the characteristics of the test: the test papers are difficult,comprehensive,and informative;the test score is 14-15;the number of questions is 1-2;The structure is well illustrated and divided into three parts: the title,the flow chart,and the questions at the end,and the question is t 7-8 vacancies,1-3 points for each vacancy;Focusing on 14 elements,the elements with higher frequency are: B,N,Na,Mg,Al,Si,Fe,S,Cl,Zn;the directions of examination are namely Separation and purification of impurity-containing minerals to prepare specified products,preparation of designated products by conversion of industrial waste water,waste gas and waste residue,and preparation of specified products from known substances through chemical reactions;the scope of the examination is based on the chemical production process,comprehensively examining the subject necessary knowledge and assessing the key capabilities of the discipline.The college entrance examination proposition trends: the papers are rich in politics,economy,culture,technology,and ecology,with basic,applied,innovative,and contemporary characteristics,which are characterized by "changes in stability" and "newness in stability",guided by "Lide Tree People" and "Five Educations",relying on the necessary knowledge and key abilities of the discipline to examine the core literacy of students,providing a basis for the selection of talents in universities,and providing guidance for the teaching of middle school education.The wrong causes of problem-solving: non-intelligent factors such as poor psychological quality and non-standardized expression;the disciplinary knowledge is not solid,and the discipline thoughts and methods are not perfect;the key abilities of discipline must have been limited,and the core literacy of discipline are lacking in intellectual factors.The problem-solving strategies,which are reducing the loss of the non-intelligence factors by enhancing students’ self-confidence and developing habits of normative expression;and reducing the loss of intelligence factors by building a knowledge system and training discipline thoughts and methods;improving key competencies and penetrating the core literacy of the discipline.Practical research: the problem-solving strategies for chemical industry process questions are effective.更多还原