高中化学教师符号化、形式优化编码策略的研究

【作者】 王佳；

【导师】 吕琳；

【作者基本信息】 扬州大学 ， 化学课程与教学论， 2010， 硕士

【摘要】 教学策略是保证教学目标实现、影响教学质量的关键因素之一。已有研究表明,若从信息论的角度研究教学策略,能将各种情境下的教学策略统一于信息的传递、接受、加工和反馈的过程,使之更为系统化,更利于实现教学过程的优化。但资料显示,目前从信息论的角度进行化学教学策略的研究还较少。为此,笔者立足于高中化学教学,选取了在教学信息传输活动中教师信息编码过程的符号化和形式优化两个环节,采用问卷调查、实验研究、访谈、教案分析等手段,探究了教师信息编码环节符号化、形式优化编码的相关教学策略。研究结果显示:(1)高中化学教师在教学中已经不自觉地运用到许多信息编码的优化手段,但其信息符号化以及形式优化策略水平还有待于提高。(2)教师将要传递的教学内容转化为适合学生接收的符号形式的过程即为教学编码的符号化。实证研究表明,以语言符号为中心的多符号组合方式更利于学生获取信息,但不同的组合方式对学生信息获取偏向、概念之间关系的获取产生影响。非书面符号组合方式的差异对中等生和女生影响显著。同时学生对不同的符号组合方式喜好程度也存在差异,其中学生最喜欢文字与图形的组合方式。(3)根据各类符号对学生化学学习的影响,实证研究表明:“符号多样化”、“以语言符号为核心的多符号组合”、“符号层次性”等符号化策略,能有效地促进学生的化学学习。(4)在保持所传递的信息实质内容不受影响的情况下,教师可以通过各种手段进一步对信息形式进行控制和选择,这一过程即为化学信息的形式优化。实证研究表明,“适当分块”和“提高形式强度”手段在化学教学中作用最为显著,且对男女生产生不同影响,对女生和中等学业水平学生作用明显。(5)根据各种形式优化手段对高中生化学学习的影响,实证研究表明:“提高形式和虚拟内容强度相结合”、“概念教学中重视使用‘适当分块’”、“凹现减少干扰信息”等形式优化策略,能提高学生化学学习的效率。更多还原

【Abstract】 The teaching strategy is one of the key influence aspects about teaching qualities,which can guarantee the teaching goal realization.Some research have indicated that, if we research teaching strategy from information theory angle,we can unify each kind of situation under teaching strategy in the information transmission, accepts, the processing and the feedback process,make the teaching strategy more systematized, realize the education process optimization. But material demonstrate that, at present ,people carry on the research of chemistry teaching strategy from the information theory angle is few. Therefore, the author bases on the high school chemistry teaching, selects information signifying and information form optimization in teacher code which is the important link in education information transmission ,uses methods about questionnaire survey, experimental study, interview, lesson plan analysis and so on, inquires the signifying as well as the form optimization strategy of teacher information coding.The results are as follows:(1)The high school chemistry teachers have already utilized many optimized method about information encoding, not on their initiative, but their information signifying as well as the form optimization tactical level need enhancement.(2)Process that the teachers transform the transmitting course contents to suit the symbolic form which the student receives easily is named the Signifying process of teaching information encoding. The empirical study indicates that, the student gain the information which is verbal symbol as central multi-signal combination way more easily. But the different combination way have the influence to the student on information acquisition deviation, gaining the relates between the concept. The non-written signal combination way’s have different influence to medium live students and the female student obviously. Simultaneously, the degree of students like different signal combination way also have the difference, the student most like the writing and the graph combination symbol .(3) According to each kind influence of student chemistry study, Signifying strategy that symbol diversification,verbal symbol as central multi-signal combination way ,hierarchical symbol which is proposed by the author can promote student’s chemistry study effectively.(4)The process that maintaining in the transmiting information essence content not be affected, the teacher may further carry on the control and the choice to the information form through each method is named chemistry information form optimization. The empirical study indicate that,the means of“appropriate piecemeal”,“enhances the form intensity”affect in chemistry teaching obviously,and the affection differently between female sthdents and male sthdents,and the different affection to medium live students and the female students obviously.(5) According to each form optimization method to high school chemistry study influence,the form optimization strategy that“unifiy enhance the form intensity and enhance the hypothesized content intensity”“take seriously to use appropriate piecemeal in the concept teaching”,“reduction disturbance information prominently”which is proposed by the author can enhance the efficiency of student chemistry study.更多还原