化学学科能力结构的初步研究

【作者】 刘璐；

【导师】 靳莹；

【作者基本信息】 天津师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 当前，素质教育中“能力”泛化现象使人们感到迷茫。尤其在化学教育领域里，如何建构学科能力是多年来有待解决的一个问题。而以往相关研究只限于局部能力的培养。基于此，以培养创新能力和实践能力为核心，需要我们重新思考化学学科能力结构的要素及其构成。 根据现有研究和教育学、心理学相关理论，可总结出化学学科能力的19种表现形式。通过调查问卷、能力测试等途径，结合教师在中学化学的教学实践和学生在分析、解决问题的实际需要，采用定性与定量结合的方法，进行实证研究，得出结论：化学学科能力的19种表现形式归纳为3个层次：最基础的再造性思维能力层次包括对化学事实和化学反应中量的关系的识别和判断、对化学基础知识的比较概括；以培养创新能力为核心的创造性思维层次包括化学直觉思维、联想、对微观粒子的空间想象为主的非逻辑思维和灵活运用已学的化学知识通过分析、综合地解决问题为主的逻辑思维；化学实验能力层次是化学学科能力的最高层次，它以思维能力为基础，集中体现了化学教学的基本特征，实验能力层次包括：选用实验方法和设计实验方案，对实验的评价，研究和处理实验事实、资料、数据，发现规律，表达实验及其结果，最终解决问题的能力和发散思维。这三个层次构成了化学学科能力的金字塔式结构。更多还原

【Abstract】 "Ability" has been in spate in competence education recently, which makes people feel confused. Especially in the field of chemistry education, how to construct the structure of subject ability has been a problem to solve for many years. Relative research is limited to how to train individual ability. Based on these, fostering innovative ability and practical ability, the core of competence education, requires us to rethink key elements of chemistry ability and its structure.On the basis of existing researches and the theories of pedagogies and psychologies, we present 19 kinds of key elements abilities. Through the approach of investigative questionnaire and ability examination, considering both teachers’ teaching practice in senior high school and students’ need in analyzing and resolving problem, taking the method of fixing the quality and quantity, we make a demonstration research. At last, we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels: the basal level, called repeating thinking, includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction, comparing and summarizing the chemistry fundamental knowledge; innovative thinking level includes illogical thinking and logical thinking. Illogical thinking mainly contains intuition, association and space imagination of micro-particle. Logical thinking mainly contains flexibly analyzing and resolving comprehensive problem by using chemistry fundamental knowledge. Experimental ability, the top level of the structure, laying ideation as its foundation, embodies principal character of chemistry teaching. It contains selecting experimental method, designing experimental plan, evaluating experiment, studying and dealing with chemical fact, material and data, finding out regulations, expressing experiment and its result, finally settling the problem. It also contains diverging thinking. The three levels constitute a pyramid-pattern structure of chemistry ability.更多还原