高中化学相异概念及其转变文本的研究

【作者】 李娟；

【导师】 陆真； 钱海滨；

【作者基本信息】 南京师范大学 ， 教师教育， 2012， 硕士

【副题名】以“化学平衡”教学为例

【摘要】 化学概念是高中化学知识体系中的重要的内容,也是学生掌握和理解化学科学的前提和基础,在化学教学中受到高度的重视。高中化学课程选修4中的“化学平衡”单元的概念是高中化学概念中最重要的基本概念之一,也是教与学的难点之一论文选择了“高中化学相异概念及其转变文本的研究——以‘化学平衡’教学为例”为研究课题。探讨了概念的组成和结构；概念转变的理论基础、影响因素和条件以及为概念转变设计的一般教学过程；阐述了概念转变文本及其理论基础；针对“化学平衡”单元的概念阐述和特征、常见的相异概念及其产生的成因分析；针对“化学平衡”概念的理解和产生相异概念的形式、原因等,对一线教师和学生共22人进行访谈；编写调查问卷,在高二年级对147名同学进行了概念的调查；根据调查结果,编写概念转变文本,对13名同学进行了研究实践；对实验对象进行了二次测试和结果分析。实验研究表明,在教学中运用概念转变文本之后,可以降低学生概念学习的难度、提高化学知识考查的成绩、增强知识学习的兴趣和拓展问题思考的范围。同时,研究认为,相异概念是普遍存在的,应当予以重视；相异概念事出有因,应当对症下药；相异概念转变文本设计与教学,应当得到关注。研究结论可为高中化学课程的概念教学提供借鉴和应用范例：更多还原

【Abstract】 Conception is not only an important content of chemistry knowledge in high school, but also is the premise and basis to mastering and understanding other knowledge, the high school teachers should attach importance of learning conception. The conception "chemical equilibrium" is not only one of the most important basic conceptions but also one of the most difficult conceptions in high school chemistry.The paper’s topic is Research of the alternative conceptions and conceptual change texts of high school chemistry and chemical equilibrium as a case. It discusses the ingredient and structure of conception, the basic theoretical and influencing factors of conceptual change, the ordinary teaching course of conceptual change, the rationale of conceptual change text, the content and characteristic of chemical equilibrium’ conception, the common alternative conceptions and the reasons of producing cause, the interview with teachers and students which including22persons about the understanding conceptions and the forms and reasons of producing alternative conception, compiling questionnaire and examining the147students of grade two, teaching practice to13students who come from the examined which use four conceptual change texts which compiled according to the conclusion of inspecting, examine the13students with an other questionnaireThe teaching practice shows, after using conceptual change texts in the teaching process, it can reduce study difficulty, improve chemistry performance, increase interest in chemistry learning and expand question thinking of students. At the same time, we draw three conclusions. The first, alternative conception is ubiquitous in chemistry studying and we should pay attention to it. The second, it must have reasons of producing alternative conceptions and we should find it and utilize it. And the last we should attach importance to conceptual change text in the chemistry teaching process. The results and conclusions of this study can provide references and application samples for the conceptions teaching of chemistry curriculum in high schools.更多还原