【作者】 杨琼；

【导师】 周仕东；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2011， 硕士

【摘要】 提出高水平问题的能力是创造力的源泉,目前的教育过分关注学生的学业成绩,而忽略了学生提出问题水平的培养,认为培养学生提出问题水平与学业成绩没有关系。本文旨在研究高中生化学学习中提出问题水平与学业成绩的相关性,通过对某中学高中二年级理科实验班的93名学生进行化学科普性文章的情景材料调查,通过统计分析、访谈调查,得出结论:(1)高中生在化学学习中提出的高水平问题不多,平均约为1个高水平的问题,绝大多数学生不能提出或很少提出高水平问题。(2)高中生在化学学习中提问出问题水平与其学业成绩在P<0.01水平上存在显著正相关(r=0.284, P<0.01)。(3)在提出问题的总的数量上,女生的提问总数与学业成绩在P<0.05水平上呈显著正相关(r=0.330, P<0.05),而男生的提问总数与学业成绩的相关性则不显著(r=0.224, P>0.05);在提出问题水平上,女生提出高水平问题数与学业成绩的相关性弱并且不显著(r=0.183, P>0.05),而男生提出高水平问题数与学业成绩在P<0.01水平上相关性非常显著(r=0.380, P<0.01)。男生提出问题水平与其学业成绩相关性显著,而女生提出问题水平与其学业成绩相关性不显著。(4)高于平均分组的学生,在提问总数上与其学业成绩有显著的相关性(r=0.303, P<0.05),在提问水平上相关性弱并且不显著(r=0.115,P>0.05);低于平均分组的学生的提问能力与学业成绩相关性不明显。优生提出高水平问题的能力不是特别高,因而要培养优生的提出高水平问题的能力,促进其创造力的发展。教师应该增加对后进生的关注度,培养其问题意识。(5)学生提出问题水平和学生的学业成绩是相互依赖、相互促进的。良好的学习品质和思维品质是促进学生提问水平和学业成绩提高的前提。提出高水平的问题是学生学习的一个过程,学业成绩是学生通过不断发现问题、提出问题后获得的一个学习结果,反过来学业成绩的提高又能促进学生提出高水平问题。更多还原

【Abstract】 The skills of asking high-level questions is the source of creativity, too much attention paid to the current academic performance of students, while ignoring the level of training students to ask questions and considering students asking questions not related to levels of academic achievement.The purposeof this paper is to study the correlation of the skills of asking high-level question with the current academic performance in students high school chemistry study.Through the experiment of 93 students in high school science class in Senior Two in one high school, investigated the scene of chemical materials science.Through the statistical analysis,interview survey, concluded:(1) High school students learn chemistry raised little high level questions, on average, most students can raise no more than one a high level of question.(2) In high school chemistry learning,the skills of asking questions and their academic achievement levels of P < 0.01 level in a significant positive correlation (r = 0.284, P<0.01).(3) In the total number of questions, the total number of question and the academic achievement of girls of P <0.05 level a significantly correlated (r = 0.330, P<0.05), while the total number of boys question and academic achievement a not significant (r = 0.224, P>0.05); on the level of the issues raised, the number of high-level questions raised by female correlation with academic achievement was weak and not significant (r = 0.183, P>0.05), while the number of boys raised the issue with high levels and academic achievement in P <0.01 level of photogenic significant relationship (r = 0.380, P<0.01,). The level of boys asking questions and their academic achievement related obviously, the level of female students to ask questions related to their academic performance is not obvious.(4) Above-average group of students, their academic performance and the total number of question was significantly correlated (r = 0.303,P < 0.05), but weak and not obvious correlation on the level of the questions (r = 0.115 ,P < 0.05); below average ability group of students and academic-related questions was not obvious. Brighter students’ ability to make high level is not particularly high, and thus to foster gifted students the ability to ask questions and promote their creativity. Teachers should pay more attention to the less advanced students to develop awareness of their problems.(5) The level of students asking questions and student academic achievement are interdependent and mutually reinforcing. Good quality of learning and thinking is the premise of improving the level of asking questions and academic performance. Asking high-level questions is a process of student learning, academic achievement of students is a result of continuously identify problems and ask questions, in turn, improved academic achievement of students can promote the ability to ask more and better high-level questions.更多还原