初中化學(xué)課堂教學(xué)中問(wèn)題難度的表征與應(yīng)用研究
發(fā)布時(shí)間：2019-06-14 21:52
【摘要】：新課改實(shí)施之后,越來(lái)越多的教育工作者在教學(xué)中開(kāi)始重視課堂提問(wèn),想通過(guò)這種方式拉近師生之間的距離,從學(xué)生的反饋中直觀而及時(shí)的調(diào)整教學(xué)策略,因而對(duì)于課堂提問(wèn)的研究越來(lái)越多。問(wèn)題難度在教學(xué)實(shí)踐中經(jīng)常會(huì)有所涉及,而到目前為止,這方面的研究還是比較匱乏,暫時(shí)還停留在心理學(xué)層面,沒(méi)有深入到教育教學(xué)實(shí)踐中。維果茨基提出的最近發(fā)展區(qū)理論為一些研究者打開(kāi)了一扇窗,可以作為教學(xué)問(wèn)題難度設(shè)立的參考,但是對(duì)于課堂問(wèn)題難度具體的劃分和評(píng)價(jià)還是未能確定。筆者選擇從教師的角度入手,劃分初中化學(xué)課堂問(wèn)題難度,并且研究化學(xué)課堂問(wèn)題難度的分布情況,本論文采用文獻(xiàn)法、訪談法、課堂觀察法、文本分析法和統(tǒng)計(jì)分析法,還借助電腦軟件和常用軟件工具,用數(shù)據(jù)來(lái)說(shuō)明問(wèn)題,這樣可以有據(jù)可查,使研究結(jié)果更加可靠、準(zhǔn)確,更具說(shuō)服力。根據(jù)文獻(xiàn)綜述、訪談和組內(nèi)討論,通過(guò)對(duì)不同課型的三節(jié)課,共計(jì)180個(gè)問(wèn)題的研究,筆者從教師的角度開(kāi)發(fā)出了評(píng)價(jià)化學(xué)課堂問(wèn)題難度的量表,共有八個(gè)指標(biāo),依次為：?jiǎn)栴}的開(kāi)放性程度；問(wèn)題情境中相關(guān)概念的干擾性程度；問(wèn)題之間的銜接程度,臺(tái)階大��；問(wèn)題表述中對(duì)于解決問(wèn)題需要知識(shí)的指向性；問(wèn)題表述中對(duì)于解決問(wèn)題的思路指向性是否明確；問(wèn)題解決的思維抽象程度；解決問(wèn)題需要的信息量及知識(shí)的綜合程度；解決問(wèn)題需要的思維含量。在此量表確立的基礎(chǔ)上,運(yùn)用聚類分析將化學(xué)課堂問(wèn)題難度劃分為三個(gè)等級(jí)：簡(jiǎn)單(A)；中等(B)；難(C),通過(guò)研究化學(xué)課堂問(wèn)題難度與提問(wèn)時(shí)間,以及化學(xué)課堂問(wèn)題難度的數(shù)量關(guān)系分布情況,筆者得出了如下結(jié)論：(一)此次量表的開(kāi)發(fā)是從一個(gè)維度確立的八個(gè)指標(biāo),量表的獨(dú)立樣本t-test檢驗(yàn),信度和效度的檢驗(yàn)均較佳,作為一份新開(kāi)發(fā)的量表可信度較高。(二)從熟手型教師的化學(xué)課堂問(wèn)題難度與提問(wèn)時(shí)間分布圖來(lái)看,化學(xué)課堂問(wèn)題難度應(yīng)該分散分布,將不同難度的問(wèn)題穿插起來(lái)；而且每個(gè)問(wèn)題之間跨度不宜太大,設(shè)立的臺(tái)階不宜太高,問(wèn)題之間基本上都有鋪墊。(三)從熟手型教師的化學(xué)課堂問(wèn)題難度的數(shù)量關(guān)系分布圖中,可以得出這樣的結(jié)論：熟手型教師課堂問(wèn)題的數(shù)目較多,平均每節(jié)課為60個(gè)問(wèn)題,而且簡(jiǎn)單的問(wèn)題也就是A類問(wèn)題占據(jù)的數(shù)目最多,這三節(jié)課中A類問(wèn)題所占的頻率達(dá)到53.3%,可見(jiàn)熟手型教師對(duì)于化學(xué)課堂問(wèn)題難度的設(shè)立比較成熟,更加注重學(xué)生掌握簡(jiǎn)單類問(wèn)題,偏重于學(xué)生打下扎實(shí)的基礎(chǔ)。而且不同的課型,熟手型教師設(shè)立的化學(xué)課堂問(wèn)題難度的數(shù)目也是不同的,教學(xué)內(nèi)容本身比較抽象,學(xué)生理解起來(lái)比較困難的,熟手型教師設(shè)立的難度較低,反之較高。
[Abstract]:After the implementation of the new curriculum reform, more and more educators begin to pay attention to classroom questioning in teaching, in order to narrow the distance between teachers and students in this way, and adjust the teaching strategy intuitively and timely from the feedback of students, so there are more and more research on classroom questioning. The difficulty of problems is often involved in teaching practice, but so far, the research in this area is still relatively scarce, temporarily still in the psychological level, did not go deep into the practice of education and teaching. The theory of recent development area put forward by Wigotsky has opened a window for some researchers, which can be used as a reference for the difficulty of teaching problems, but the specific division and evaluation of the difficulty of classroom problems has not been determined. The author chooses to divide the difficulty of chemistry classroom problems in junior high school from the point of view of teachers, and to study the distribution of difficulty in chemistry classroom problems. This paper adopts literature method, interview method, classroom observation method, text analysis method and statistical analysis method, and also uses computer software and common software tools to explain the problem with data, which can be found out and make the research results more reliable, accurate and persuasive. According to literature review, interview and group discussion, through the study of 180 problems in three classes of different classes, the author has developed a scale to evaluate the difficulty of chemistry classroom problems from the perspective of teachers, with a total of eight indicators, which are as follows: the openness of the problem, the degree of interference of the relevant concepts in the problem situation, the degree of cohesion between the problems, and the size of the steps. In the problem expression, the direction of knowledge is needed to solve the problem; whether the direction of thinking to solve the problem is clear in the problem expression; the abstract degree of thinking of problem solving; the amount of information needed to solve the problem and the comprehensive degree of knowledge; and the thinking content needed to solve the problem. On the basis of the establishment of this scale, the difficulty of chemistry classroom problems is divided into three levels by cluster analysis: simple (A); medium (B); By studying the distribution of the difficulty and time of chemistry classroom questions, as well as the quantitative relationship between the difficulty of chemistry classroom questions, the author draws the following conclusions: (1) the development of the scale is based on eight indexes established from one dimension. The independent sample t-test, reliability and validity test of the scale are better, and the reliability of the scale as a newly developed scale is higher. (2) judging from the distribution map of chemistry classroom problem difficulty and question time of familiar teachers, the difficulty of chemistry classroom problem should be scattered and interspersed with different difficult questions, and the span between each question should not be too large, the steps set up should not be too high, and there is basically a cushion between the problems. (3) from the distribution map of the quantitative relationship between the difficulty of chemistry classroom problems of skilled teachers, we can draw the following conclusions: the number of familiar teachers' classroom problems is relatively large, with an average of 60 problems per class, and the simple problem is that the number of class A problems accounts for the largest number. The frequency of class A problems in these three classes is 53.3%. It can be seen that the establishment of chemistry classroom problems by familiar teachers is more mature. Pay more attention to students to master simple problems, focusing on students to lay a solid foundation. Moreover, the number of problems in chemistry classroom set up by familiar teachers is also different in different classes, the teaching content itself is more abstract, it is more difficult for students to understand, and the difficulty of setting up familiar teachers is lower, on the contrary, it is higher.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8
本文編號(hào)：2499725
[Abstract]:After the implementation of the new curriculum reform, more and more educators begin to pay attention to classroom questioning in teaching, in order to narrow the distance between teachers and students in this way, and adjust the teaching strategy intuitively and timely from the feedback of students, so there are more and more research on classroom questioning. The difficulty of problems is often involved in teaching practice, but so far, the research in this area is still relatively scarce, temporarily still in the psychological level, did not go deep into the practice of education and teaching. The theory of recent development area put forward by Wigotsky has opened a window for some researchers, which can be used as a reference for the difficulty of teaching problems, but the specific division and evaluation of the difficulty of classroom problems has not been determined. The author chooses to divide the difficulty of chemistry classroom problems in junior high school from the point of view of teachers, and to study the distribution of difficulty in chemistry classroom problems. This paper adopts literature method, interview method, classroom observation method, text analysis method and statistical analysis method, and also uses computer software and common software tools to explain the problem with data, which can be found out and make the research results more reliable, accurate and persuasive. According to literature review, interview and group discussion, through the study of 180 problems in three classes of different classes, the author has developed a scale to evaluate the difficulty of chemistry classroom problems from the perspective of teachers, with a total of eight indicators, which are as follows: the openness of the problem, the degree of interference of the relevant concepts in the problem situation, the degree of cohesion between the problems, and the size of the steps. In the problem expression, the direction of knowledge is needed to solve the problem; whether the direction of thinking to solve the problem is clear in the problem expression; the abstract degree of thinking of problem solving; the amount of information needed to solve the problem and the comprehensive degree of knowledge; and the thinking content needed to solve the problem. On the basis of the establishment of this scale, the difficulty of chemistry classroom problems is divided into three levels by cluster analysis: simple (A); medium (B); By studying the distribution of the difficulty and time of chemistry classroom questions, as well as the quantitative relationship between the difficulty of chemistry classroom questions, the author draws the following conclusions: (1) the development of the scale is based on eight indexes established from one dimension. The independent sample t-test, reliability and validity test of the scale are better, and the reliability of the scale as a newly developed scale is higher. (2) judging from the distribution map of chemistry classroom problem difficulty and question time of familiar teachers, the difficulty of chemistry classroom problem should be scattered and interspersed with different difficult questions, and the span between each question should not be too large, the steps set up should not be too high, and there is basically a cushion between the problems. (3) from the distribution map of the quantitative relationship between the difficulty of chemistry classroom problems of skilled teachers, we can draw the following conclusions: the number of familiar teachers' classroom problems is relatively large, with an average of 60 problems per class, and the simple problem is that the number of class A problems accounts for the largest number. The frequency of class A problems in these three classes is 53.3%. It can be seen that the establishment of chemistry classroom problems by familiar teachers is more mature. Pay more attention to students to master simple problems, focusing on students to lay a solid foundation. Moreover, the number of problems in chemistry classroom set up by familiar teachers is also different in different classes, the teaching content itself is more abstract, it is more difficult for students to understand, and the difficulty of setting up familiar teachers is lower, on the contrary, it is higher.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 張傳偉;論數(shù)學(xué)問(wèn)題難度的靜態(tài)因素[J];數(shù)學(xué)教學(xué)研究;2005年01期
相關(guān)碩士學(xué)位論文 前1條
1 鄭毅;2007年上海市高考數(shù)學(xué)（理）試題難度事前認(rèn)知任務(wù)分析[D];華東師范大學(xué);2008年
，本文編號(hào)：2499725
本文鏈接：http://www.lk138.cn/jiaoyulunwen/chuzhongjiaoyu/2499725.html
最近更新
教材專著
