转型时期高中生化学学习策略的分析与研究
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摘要
学习策略历来是教育心理学关注的一个重点,且有关学习策略的研究主要是在传统的教学环境条件下展开的,而新课程背景下针对具体学科教学的实证研究还比较少见,而在新课程逐步在全国推广实施的阶段,对高中生进行化学学习策略指导,既是新课程目标的明确要求,又有利于促进学生终身学习能力的发展。
本研究首先以湖南省13所高级中学23名经验丰富的专家型化学教师为调查对象,运用自编的《转型时期高中生化学学习策略开放性调查问卷》,对他们进行问卷调查与个别访谈,以提取转型时期高中生化学学习的策略。
然后,根据所提取的化学学习策略,自编了《转型时期高中生化学学习策略训练教程》,并运用此材料,对湖南省4所高级中学的174名高一学生进行了一个学期的教学实验,以探讨策略训练的有效性。
研究表明:
(1)在转型时期高中生基本的化学学习策略有16种;
(2)在转型时期对高中生进行化学学习策略训练能够有效地提高他们的学习能力,且能提高他们的化学学习兴趣;
(3)在转型时期对高中生进行化学学习策略训练的效果,重点中学和普通中学没有显著差异;学困生的成绩提高幅度明显高于中等生和学优生,中等生的成绩提高幅度明显高于学优生。
Learning strategies has been the focus in psychology and education for a long time, which was deployed under traditional teaching environment primarily. However, it's very seldom to do the experimental research on learning strategies under new curriculum reform. When new curriculum reform popularized in our country, providing the guide of chemistry learning strategies to senior middle school students was requirements of objective of new curriculum reform, also in favor of accelerating students' learning capability.
Step1: Investigation research chosen 23 experienced expert chemistry teachers from 13 senior middle schools in Hunan province as SS, and made a questionnaire survey and individual interview to them with self-edited "open questionnaire on senior middle school students' chemistry learning strategies during transition period", and extracted and named senior middle school students' chemistry learning strategies.
Step2: Experimental research chosen 174 grade one students from 4 senior middle schools as SS, and offered them experimental training for one whole semester with self-edited "Chemistry learning strategy training tutorial for senior middle school students during transition period" which is based on extracted chemistry learning strategies, aiming to explore the effectiveness of strategies training.
Research shows that
1) There are 16 basic chemistry learning strategies for senior middle school students during transition period;
2) Chemistry learning strategies training to senior middle school students can be able to improve their learning capability effectively, as well as arousing their chemistry learning interest;
3) No difference between key middle school and average middle school in terms of effectiveness of training of chemistry learning strategies; However, increased gap for students with lower grade is much higher than those of high grade and moderate grade, while students with moderate grade is much higher than those of high grade.
本研究首先以湖南省13所高级中学23名经验丰富的专家型化学教师为调查对象,运用自编的《转型时期高中生化学学习策略开放性调查问卷》,对他们进行问卷调查与个别访谈,以提取转型时期高中生化学学习的策略。
然后,根据所提取的化学学习策略,自编了《转型时期高中生化学学习策略训练教程》,并运用此材料,对湖南省4所高级中学的174名高一学生进行了一个学期的教学实验,以探讨策略训练的有效性。
研究表明:
(1)在转型时期高中生基本的化学学习策略有16种;
(2)在转型时期对高中生进行化学学习策略训练能够有效地提高他们的学习能力,且能提高他们的化学学习兴趣;
(3)在转型时期对高中生进行化学学习策略训练的效果,重点中学和普通中学没有显著差异;学困生的成绩提高幅度明显高于中等生和学优生,中等生的成绩提高幅度明显高于学优生。
Learning strategies has been the focus in psychology and education for a long time, which was deployed under traditional teaching environment primarily. However, it's very seldom to do the experimental research on learning strategies under new curriculum reform. When new curriculum reform popularized in our country, providing the guide of chemistry learning strategies to senior middle school students was requirements of objective of new curriculum reform, also in favor of accelerating students' learning capability.
Step1: Investigation research chosen 23 experienced expert chemistry teachers from 13 senior middle schools in Hunan province as SS, and made a questionnaire survey and individual interview to them with self-edited "open questionnaire on senior middle school students' chemistry learning strategies during transition period", and extracted and named senior middle school students' chemistry learning strategies.
Step2: Experimental research chosen 174 grade one students from 4 senior middle schools as SS, and offered them experimental training for one whole semester with self-edited "Chemistry learning strategy training tutorial for senior middle school students during transition period" which is based on extracted chemistry learning strategies, aiming to explore the effectiveness of strategies training.
Research shows that
1) There are 16 basic chemistry learning strategies for senior middle school students during transition period;
2) Chemistry learning strategies training to senior middle school students can be able to improve their learning capability effectively, as well as arousing their chemistry learning interest;
3) No difference between key middle school and average middle school in terms of effectiveness of training of chemistry learning strategies; However, increased gap for students with lower grade is much higher than those of high grade and moderate grade, while students with moderate grade is much higher than those of high grade.
引文
[1]钟启泉,崔允漷.新课程的理念与创新[M].北京:高等教育出版社,2003:6-37
[2]杨小微.转型与变革中学改革与发展的方法论[M].武汉:湖北教育出版社,2004
[3]刘电芝.学习策略研究[M].北京:人民教育出版社,2002
[4]Duffy G.Fighting of the Alligatores:What Research in Real Classroom has to say about Reading Instruction[J].Journal Reading Behavior,1982(4):357-373
[5]Sternberg RJ.Criteria for intellectual skills training[J].Educational Research,1983(12):6
[6]Dansereau D.F.Learning Strategy Research,In:Segal J.W.Chipman S.F.& Glaser(eds.)Thinking and Learning Skills:Relating Instruction to Research.Hillsale N.J.Erlbaum,1985:227
[7]J.Nisbet & J.Shucksmith.Learning Strategies[M].London:Routledge & Kegan Paul,1986:24
[8]Mayer.R.E.Education Psychology:A Cognitive Approach[M].Boston:Little Brown,1987:224
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[11]胡斌武.学习风格与学习策略的选择[J].上海教育科研,1996(9)
[12]刘电芝.学习策略(一)[M].学科教育,1997(1):48-50
[13]蒯超英.学习策略[M].武汉:湖北教育出版社,2000
[14]唐力等.化学教学论与案例研究[M].海口:南方出版社,2001
[15]刘知新.化学教学论(第三版)[M].北京:高等教育出版社,2004:221
[16]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995
[17]张大均.教育心理学[M].北京:人民教育出版社,1999
[18]刘晓明,迟毓凯.学习策略研究与学法指导的重构[J].中国教育学刊,1999(1):49-51
[19]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997
[20]吴俊明,王祖浩.化学学习论[M].南宁:广西教育出版社,1998:167
[21]毕华林,卢巍.化学学习能力构建的教学策略[J].中国教育学刊,1999(10): 45-47
[22]杜敏.高中生化学学习策略的研究[D].华中师范大学,2003
[23]王祥.初中学生化学学习策略的训练[J].教育实践与研究,2004(2):53-55
[24]李进.化学学习策略体系及初高中生化学学习策略差异研究[D].扬州大学,2005
[25]尹鸿藻,毕华林.学习能力培养的探索[M].济南:山东教育出版社,2004
[26]唐锡炳.物理教学中学生学习能力的培养[J].山东教育,2000:23-24
[27]郑明盛.中学生学习能力的结构及培养[J].上海师范大学学报,1995(2):126-128
[28]刘阳春.浅谈中学生学习能力的结构与培养[J].湖南教育,2003(3):43
[29]教育部.关于积极推进中小学评价和考试制度改革的通知[M].2002
[30]藤健.建构主义理论在外语教学思维活动中的应用[J].华东船舶工业学院学报(社会科学版),2004(6):86
[31]林崇德主编.教育心理学[M].北京:人民教育出版社,2005:144-147
[32]段好秀.高一学生化学学习策略训练的实验研究[D].西北师大,2004
[33]谢小丽.高中化学学习策略教学研究[D].华中师范大学,2004
[34]林崇德,傅安球.关于学习的特点[J].中国教育学刊,1992
[35]骆秀云,胡玉娇.在高中化学新教材使用中对探究性学习策略应用的思考[J].化学教学,2007(10):27-29
[36]冯相民.培养学自主学习能力的策略[J].中学化学教学参考,2007(5):16
[37]裴娣娜.教育研究方法导论[M].合肥:安徽教育出版社,2006:158-236
[38]化学课程教材研究开发中心.化学必修1[M].北京:人民教育出版社,2007
[39]徐承先.高中生化学学习兴趣的测量[J].化学教育,1997(7):14-17
[40]吴鑫德,张庆林.高中生化学问题解决思维策略训练的研究[D].西南大学,2006
[41]舒华.心理与教育研究中的多因素实验设计[M].北京:北京师范大学出版社,1994:1-34
[42]刘电芝,张荣华.学科学习策略的教学与运用[J].西南师范大学学报(人文社会科学版),2005,31(4):26-28
[43]陈琦,刘儒德.教育心理学[M].北京:高等教育出版社,2005:114-116
[44]邵瑞珍.教育心理学[M].上海:华东师范大学出版社,1990
[2]杨小微.转型与变革中学改革与发展的方法论[M].武汉:湖北教育出版社,2004
[3]刘电芝.学习策略研究[M].北京:人民教育出版社,2002
[4]Duffy G.Fighting of the Alligatores:What Research in Real Classroom has to say about Reading Instruction[J].Journal Reading Behavior,1982(4):357-373
[5]Sternberg RJ.Criteria for intellectual skills training[J].Educational Research,1983(12):6
[6]Dansereau D.F.Learning Strategy Research,In:Segal J.W.Chipman S.F.& Glaser(eds.)Thinking and Learning Skills:Relating Instruction to Research.Hillsale N.J.Erlbaum,1985:227
[7]J.Nisbet & J.Shucksmith.Learning Strategies[M].London:Routledge & Kegan Paul,1986:24
[8]Mayer.R.E.Education Psychology:A Cognitive Approach[M].Boston:Little Brown,1987:224
[9]史耀芳.浅论学习策略[J].心理发展与教育,1991(3)
[10]黄旭.学习策略的性质、结构与特点[J].华东师范大学学报,1990(4)
[11]胡斌武.学习风格与学习策略的选择[J].上海教育科研,1996(9)
[12]刘电芝.学习策略(一)[M].学科教育,1997(1):48-50
[13]蒯超英.学习策略[M].武汉:湖北教育出版社,2000
[14]唐力等.化学教学论与案例研究[M].海口:南方出版社,2001
[15]刘知新.化学教学论(第三版)[M].北京:高等教育出版社,2004:221
[16]张庆林.当代认知心理学在教学中的应用[M].重庆:西南师范大学出版社,1995
[17]张大均.教育心理学[M].北京:人民教育出版社,1999
[18]刘晓明,迟毓凯.学习策略研究与学法指导的重构[J].中国教育学刊,1999(1):49-51
[19]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997
[20]吴俊明,王祖浩.化学学习论[M].南宁:广西教育出版社,1998:167
[21]毕华林,卢巍.化学学习能力构建的教学策略[J].中国教育学刊,1999(10): 45-47
[22]杜敏.高中生化学学习策略的研究[D].华中师范大学,2003
[23]王祥.初中学生化学学习策略的训练[J].教育实践与研究,2004(2):53-55
[24]李进.化学学习策略体系及初高中生化学学习策略差异研究[D].扬州大学,2005
[25]尹鸿藻,毕华林.学习能力培养的探索[M].济南:山东教育出版社,2004
[26]唐锡炳.物理教学中学生学习能力的培养[J].山东教育,2000:23-24
[27]郑明盛.中学生学习能力的结构及培养[J].上海师范大学学报,1995(2):126-128
[28]刘阳春.浅谈中学生学习能力的结构与培养[J].湖南教育,2003(3):43
[29]教育部.关于积极推进中小学评价和考试制度改革的通知[M].2002
[30]藤健.建构主义理论在外语教学思维活动中的应用[J].华东船舶工业学院学报(社会科学版),2004(6):86
[31]林崇德主编.教育心理学[M].北京:人民教育出版社,2005:144-147
[32]段好秀.高一学生化学学习策略训练的实验研究[D].西北师大,2004
[33]谢小丽.高中化学学习策略教学研究[D].华中师范大学,2004
[34]林崇德,傅安球.关于学习的特点[J].中国教育学刊,1992
[35]骆秀云,胡玉娇.在高中化学新教材使用中对探究性学习策略应用的思考[J].化学教学,2007(10):27-29
[36]冯相民.培养学自主学习能力的策略[J].中学化学教学参考,2007(5):16
[37]裴娣娜.教育研究方法导论[M].合肥:安徽教育出版社,2006:158-236
[38]化学课程教材研究开发中心.化学必修1[M].北京:人民教育出版社,2007
[39]徐承先.高中生化学学习兴趣的测量[J].化学教育,1997(7):14-17
[40]吴鑫德,张庆林.高中生化学问题解决思维策略训练的研究[D].西南大学,2006
[41]舒华.心理与教育研究中的多因素实验设计[M].北京:北京师范大学出版社,1994:1-34
[42]刘电芝,张荣华.学科学习策略的教学与运用[J].西南师范大学学报(人文社会科学版),2005,31(4):26-28
[43]陈琦,刘儒德.教育心理学[M].北京:高等教育出版社,2005:114-116
[44]邵瑞珍.教育心理学[M].上海:华东师范大学出版社,1990