【作者】 刘娜；

【导师】 刘敬华；

【作者基本信息】 河北师范大学 ， 学科教学（化学）（专业学位）， 2023， 硕士

【摘要】 科学思维是人脑对自然界中事物(包括对象、过程、现象、事实等)的本质属性、内在规律及其内在关联与相互关系的间接的、概括的和能动的反映,其对于创新型人才的培养具有重要的推动作用。《义务教育化学课程标准(2022年版)》提出化学观念、科学思维、科学探究与实践、科学态度与责任的化学核心素养。科学思维作为化学核心素养的重要内容,对于学生的全面发展及创新人才的培养具有重要的现实意义。在梳理相关文献的基础上,确定了研究的理论基础,依据《义务教育化学课程标准(2022年版)》的课程目标要求,结合初三学生的认知特点及化学学习特点,构建了初三学生化学科学思维框架:化学实验思维、基于学科视角分析化学事实、运用一般科学方法认识物质、运用学科思维模型解决化学问题、跨学科视角解决实际问题5个一级维度,并结合初中化学课程内容设计开发了初三学生化学科学思维的测评工具,运用Winsteps软件对测评工具进行检验,根据检验结果对测评工具进行优化,经过2轮的质量检验及优化,形成了《初三学生化学科学思维测评工具》。运用测评工具对236名初三学生化学科学思维进行测评,并运用Winsteps软件对有效问卷进行数据处理与分析,得到研究结论:(1)初三学生化学科学思维整体处于良好水平。(2)不同性别、不同地域(市、县)中学的初三学生的化学科学思维不存在显著性差异;不同学业水平表现的学生化学科学思维存在显著性差异,且优等生>中等生>潜能生,呈现学业水平越高,化学科学思维水平越高的趋势。(3)初三学生在化学科学思维5个一级维度上表现不同,“化学实验思维”维度处于及格水平但接近良好水平,“基于学科视角分析化学事实”“运用一般科学方法认识物质”“运用学科思维模型解决化学问题”“跨学科视角解决实际问题”4个维度均处于良好水平,且“跨学科视角解决实际问题”维度接近优秀水平。基于上述研究结论,提出测评工具的开发建议与教学建议。开发建议:(1)多视角构建化学科学思维模型的理论基础;(2)贴近学生实际,优化化学科学思维模型;(3)增加测试样本数量,提高测试工具的可靠性。教学建议:(1)注重对学生“宏观、微观、符号”思维方式的培养;(2)加强对学生系统性思维的培养;(3)注重学生科学思维方法的训练;(4)重视学生高阶思维能力的培养。更多还原

【Abstract】 Scientific thinking is an indirect,generalized and active reflection of the human brain on the essential attributes,internal rules and internal relations of things in nature(including object,process,phenomenon,facts,etc.),which plays an important role in promoting the cultivation of innovative talents.Chemistry Curriculum Standards for Compulsory Education(2022 Edition)put forward chemistry discipline core literacy of chemical concept,scientific thinking,scientific inquiry and practice,scientific attitude and responsibility.As an important part of chemistry discipline core literacy,scientific thinking is of great practical significance to the integrated development of students and the cultivation of innovative talents.On the basis of literature review,this study confirmed theory foundation.Referring to the objectives of Chemistry Curriculum Standards for Compulsory Education(2022 Edition),and combining with the cognitive characteristics of the Grade 9 students and the characteristics of chemistry learning,this study constructed the chemical science thinking frame of grade 9 students.There are 5 first dimensions,including chemical experimental thinking,analysis of chemical facts from the perspective of discipline,understanding of substances with general scientific methods,solving chemical problems with the thinking model of discipline,and solving practical problems from the perspective of interdisciplinary.Based on this,combined with the chemistry learning content of junior middle school,this study designed The Assessment Tool of Chemical Science Thinking for Junior Middle School Students.Winsteps software was used to test the reliability of the assessment tool,and the assessment tool was optimized according to the test results.After 2 rounds of quality inspection and optimization,the assessment tool of chemical science thinking of junior middle school students was obtained.Its reliability is 0.98 and the item separation degree is 7.95,which meets the requirements of assessment.The assessment tool was used to assess the chemical science thinking of 236 Grade 9 students,and the Winsteps software was used to process and analyze the data of the retrieved valid questionnaires.The following research conclusions were obtained:(1)The chemical science thinking of Grade 9 students is at a good level.(2)In terms of gender and region,there is no significant difference in chemical science thinking of grade 9 students;In terms of academic performance,there are significant differences in chemical science thinking,and the level is ranked as top students>middle students>potential students,showing a trend that the higher the academic level,the higher chemical science thinking level.(3)The Grade 9 students showed different performance in the five first dimensions of chemical science thinking.The dimension of “chemical experimental thinking” is at a passing level but close to a good level.The four dimensions of Analyzing chemical facts from the perspective of discipline,understanding substances with general scientific methods,solving chemical problems from the perspective of discipline thinking model,and solving open problems from the perspective of interdisciplinary are all at a good level.The dimension of Solving open problems from the perspective of interdisciplinary is close to excellent level.Based on the above research conclusions,this study proposes some suggestions for the development of assessment tools and teaching suggestions:(1)The theoretical basis of constructing chemical science thinking model from multiple perspectives;(2)Close to the reality of students,optimize the thinking model of chemical science;(3)Increase the number of test samples to improve the reliability of test tools.Teaching suggestions:(1)Pay attention to the cultivation of students’ thinking mode of “macro,micro and symbolic”;(2)Strengthen the cultivation of students’ systematic thinking;(3)Pay attention to the training of students’ scientific thinking method;(4)Pay attention to the cultivation of students’ high-level thinking ability.更多还原