物理化学课程“热化学”主题学习历程研究——化学师范生知识建构的文本分析
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摘要
为深入了解地方性师范院校化学师范生知识建构习惯和水平,探讨他们在大学专业基础课程中的学习历程,以物理化学课程中以"融合科学读写特色"的"热化学"学案作为研究载体,研究对象在学案引导下开展自学活动,并在阅读教材和文献基础上进行科学写作。采用量表工具针对大学生自学效果和反思活动进行评价,并采用SOLO分类评价科学写作作品,采用KWL工具评价学生的科学阅读收获。结果发现研究对象学习动机不强,不擅长在新的学科知识学习中联系已有专业课程知识,基于文本学习的建构活动水平极低,可能是因为他们在应试背景下的基础知识并未形成体系,先修课程中并未培养元认知学习策略。
In order to gain a deeper understanding of the knowledge building habits and levels of pre-service chemistry teachers in local teachers colleges,to explore their learning progress in basic professional courses in universities,we have adopted the"Thermochemistry"academic case of"combination of scientific reading and scientific writing features"in physical chemistry courses.As a carrier,self-study activities are conducted under the guidance of the students in the case study,and scientific writing is performed on the basis of reading textbooks and literature.The scale tools were used to evaluate college students' self-learning effects and reflection activities.Scientific writing works were evaluated using SOLO classification,and students' scientific reading was evaluated using KWL tools.It was found that the study subject's learning motivation is not strong and they are not good at linking the existing professional curriculum knowledge in the new subject knowledge learning.The level of construction activities based on text learning was extremely low,probably because their basic knowledge in the context of the examination did not form a system.No metacognitive learning strategies have been cultivated in prerequisite courses.
In order to gain a deeper understanding of the knowledge building habits and levels of pre-service chemistry teachers in local teachers colleges,to explore their learning progress in basic professional courses in universities,we have adopted the"Thermochemistry"academic case of"combination of scientific reading and scientific writing features"in physical chemistry courses.As a carrier,self-study activities are conducted under the guidance of the students in the case study,and scientific writing is performed on the basis of reading textbooks and literature.The scale tools were used to evaluate college students' self-learning effects and reflection activities.Scientific writing works were evaluated using SOLO classification,and students' scientific reading was evaluated using KWL tools.It was found that the study subject's learning motivation is not strong and they are not good at linking the existing professional curriculum knowledge in the new subject knowledge learning.The level of construction activities based on text learning was extremely low,probably because their basic knowledge in the context of the examination did not form a system.No metacognitive learning strategies have been cultivated in prerequisite courses.
引文
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[19]吴秀娟,张浩,倪厂清.电化教育研究,2014(12):23-28
[2]贺武华.教育研究,2013(3):106-111
[3]崔允漷.学历案:学生立场的教案变革.中国教育报(教育科学),2016:6-9
[4]保志明.中学化学教学参考,2011(9):48-50
[5]张海峰.中国成人教育,2016(22):14-17
[6]巫锦承,陈凯.现代教育科学,2017(4):122-127
[7]陈凯.化学教育,2013,34(11):84-88
[8]陈凯,马宏佳.高等理科教育,2018(1):14-22
[9]熊开茂.基于KWL模式培养学生化学提问能力的实践研究.贵州:贵州师范大学硕士学位论文,2017
[10]Chan C K K,Burtis P J,Scardamalia M,et al.American Educational Research Journal,1992,29(1):97-118
[11]辛自强.知识建构研究:从主义到实证.北京:教育科学出版社,2006:233-234
[12]宋洁,赵雷洪.课程·教材·教法,2006(10):64-67
[13]黄爱民.化学教学,2013(1):6-8
[14]鱼霞.反思型教师的成长机制探新.北京:教育科学出版社,2007
[15]费伦猛.化学教学,2001(12):12-14
[16]Lam I C K,Chan C K K.Designing Computer-Supported Knowledge Building to Promote Conceptual Change Among High-School Students in Hong Kong.Science Education in East Asia.Switzerland:Springer International Publishing,2015:491-522
[17]https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=TX4288X&
[18]伯克·约翰逊,拉里·克里斯滕森.教育研究:定量、定性和混合方法.马建生,译.重庆:重庆大学出版社,2015
[19]吴秀娟,张浩,倪厂清.电化教育研究,2014(12):23-28