高中化学合作学习研究与实践

【作者】 杨文斌；

【导师】 陆惊帆；

【作者基本信息】 华东师范大学 ， 教育， 2003， 硕士

【摘要】 合作学习是以师生民主为基础，以异质小组为基本组织形式，以团体评价和奖励为依据，突出多边互动，以促进学生合作意识与合作技能的发展，形成积极的情感体验，提高认知水平为目标的教学策略体系。本文在简要介绍了合作学习的研究历史与现状，对我国目前高中教育进行深刻反思的基础上，提出课题目标。为了使课题研究具有坚实的基础，笔者对合作学习进行了一定的理论研究，明确了合作学习的理论基础，提出了有效实施合作学习的基本要素，并在此基础上阐述了合作学习的运行机理。为了使实践研究更具有针对性，笔者按照合作意识与合作技能五个要素设计出《中学生合作意识与合作技能现状问卷调查表》，开展合作意识与合作技能现状问卷调查，得出了五个结论：①不同年级的高中学生合作意识与合作技能发展水平无显著性差异；②不同性别的高中学生合作意识与合作技能发展水平无显著性差异。③独生子女和非独生子女高中学生合作意识与合作技能发展水平存在显著性差异，非独生子女的合作意识与合作技能发展水平明显高于独生子女。④城镇和农村高中学生的合作意识与合作技能发展水平无显著性差异。⑤不同学业成绩的高中学生合作意识与合作技能发展水平无显著性差异。根据上述理论研究和调查研究的成果，选取部分中学的高一至高三年级学生作为研究对象，采用准实验和质性研究相结合的方法，开展了高中化学合作学习的研究工作。在研究过程中，构建了相对稳定易于操作的高中化学合作学习课堂教学模式，建立了合作学习的教学与评价策略，形成了合作技能训练的有效方法，得出了五个方面的结论：①在高中化学教学中运用合作学习能有效地促进学生合作意识与合作技能水平的发展，采用系统训练与指导策略优于不系统指导与训练。②高中化学教学中采用合作学习能有效地提高学生学习化学的学习兴趣，改善学习态度。③在高中化学教学中运用合作学习能有效地提高学生化学课的学业成绩。④合作学习与常规学习相比较，长时学习效果比短时学习效果更显著。⑤合作学习对富有挑性学习内容比一般性学习内容学习效果更显著。更多还原

【Abstract】 Cooperative learning is a teaching strategy which is based on the democracy between students and teachers and in accordance with group evaluation and group rewarding, which has heterogeneous groups as its basic organizing form and focuses on multilateral interaction so as to promote the development of students’ cooperation consciousness and cooperation skills, to form their positive emotion, and to increase their cognitive level.On the outline introduction of history and present research on cooperative learning and deep introspection of current senior high school education in China, this thesis brings up a target. To lay a solid research foundation, the writer has studied the theory of cooperative learning and understood its theoretical foundation, pointing that some essentials are to bring up the cooperation learning into practice. Combining these essentials, the writer concludes how cooperative learning works.To make practical research more intended, the writer has designed a questionnaire on present conditions of cooperation consciousness and cooperation skills of high school students according to the five factors of cooperation consciousness and cooperation skill, and has investigated part of the high schools, the writer has drawn five conclusions: (1) There is no obvious difference between students of different grades in senior high school in their cooperation consciousness and cooperation skill level; (2) There is no obvious difference between students of different sexes in senior high school in their cooperation consciousness and cooperation skill level;(3) There is an obvious difference between a single-child and a non-single-child in cooperation consciousness and cooperation skill level. Cooperation consciousness and cooperation skill level of a single-child are lower than those of a non-single-child; (4) There is no obvious difference between students from town schools and countryside schools in their cooperation consciousness and cooperation skill level; (5) There is no obvious difference between students with different academic record in senior high school in their cooperation consciousness and cooperation skill level.According to the above theoretical research and investigation and choosing students from three grades of part of the senior high schools as objects of study, the writer has mainly carried out a quasi-experimental research on cooperative learning in chemistry teaching in senior high school as well as a qualitative research. In the research process, a stable and easy-to-operate cooperative learning model for senior high school chemistry classroom teaching has been constructed; a cooperative learning instruction and evaluation strategy has been established ; an effective method of cooperation skill training has been formed , and five conclusions have been reached:(1)By using cooperative learning we can effectively promote students’ cooperation consciousness and cooperation skill level. Systematic training and guiding strategy have advantages over non-systematic training and guiding; (2)Adoption of cooperative learning can effectively increase students’ learning interest in chemistry and improve students’ learning attitude in senior high school; (3) Application of cooperative learning can effectively increase the academic record of students in their chemistry study in senior high school; (4) By comparing cooperative learning with regular learning, long time study is found to be more effective than short time study; (5) Cooperative learning is more effective than regular learning when the study contents are full of challenges.更多还原