化学学习负迁移诊断及矫正研究
摘要
本文在学习负迁移和教学诊断两大理论基础上,以中学一线问卷调查和班级实验为平台,以“负迁移评价量表”和“学习负迁移诊断模型”为工具,对高中化学学习负迁移的现状、特征、影响因素进行了细致的剖析,并尝试找到矫正不同类型知识化学学习负迁移的方法。根据这种构想,文章将每个章节的内容作如下安排：
导言。首先阐述本文研究的缘起及其意义；然后在分析了大量已有研究文献的基础上,明确了本文研究的方向；对核心概念(迁移、负迁移、化学学习负迁移、诊断、教学诊断等)进行了明确的界定；指出了本文研究的具体内容和使用的研究方法；提出了本文研究的框架和理论创新点。
第一章化学学习负迁移诊断的理论基础。这一部分是开展化学学习负迁移诊断的理论基础和条件支撑。首先对迁移的涵义进行了系统的阐释,指出了迁移的方向、迁移的方式、迁移的效果等特征。其次,文章对诊断的理论基础进行了说明,详细介绍了迁移的表征观、认知观和学习观等理论支撑。再者,本部分的重点是就化学学习负迁移的国内研究现状进行了述评,归纳出了化学学习负迁移具有广泛性、肤浅性、顽固性、自发性、特异性、表象性、隐蔽性、重叠性和复杂性等特征,并对化学学习负迁移理论进行了尝试性的拓展,提出了“负迁移度”的概念,构建了“负迁移诊断模型”,把它作为工具,对实证部分不同班级学生的化学学习负迁移情况进行量上的比对和分析。
第二章化学学习负迁移的研究过程。本部分主要是对化学学习负迁移诊断与矫正的具体研究过程进行了梳理,主要叙述了两个方面的问题：一是本文研究的对象和载体。比较详细地介绍了把化学学习负迁移和化学教学诊断作为研究对象的原因,分析了针对研究对象实施研究的理论支撑和研究工具。二是介绍了作为本文研究载体的河南某中学的具体情况、对比试验选择的过程、以及实验班级学生的整体情况。本部分还就本研究使用的主要方法(问卷调查、访谈、班级试验、出声思维等)进行了详细的介绍。
第三章化学理论性知识学习负迁移研究。本章节是论文实证研究的一部分,主要内容分为4个方面：一是介绍了化学理论性知识学习的特点(高度的概括性、有效的思维促成性和良好的科学教育性)。二是化学理论性知识学习负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、分析和比对。三是针对实证部分研究的结果,就化学理论性知识学习负迁移的因素进行了分析。四是化学理论性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并提供了具体的矫正案例。
第四章化学事实性知识学习负迁移研究。本章节是论文实证研究的第二部分,主要内容分为4个方面：一是介绍了化学事实性知识学习的特点(基础性、生活化和繁杂性)。二是化学事实性知识学习负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学事实性知识学习负迁移的因素进行了分析。四是化学事实性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并提供了具体的矫正案例。
第五章化学技能性知识学习负迁移研究。本章节是论文实证研究的第三部分,主要内容分为4个方面：一是介绍了化学技能性知识学习的特点(抽象性、探究性和方法性)。二是化学技能性知识学习负迁移的实证研究部分,文章主要从教学方式、训练因素、学业成绩和性别因素等方面对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学技能性知识学习负迁移的因素进行了分析。四是化学技能性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并给予了具体的矫正案例。
第六章化学问题解决学习负迁移研究。本章节是论文实证研究的第四部分,主要内容分为4个方面：一是介绍了化学问题解决的特点(理解的多元化、类型的多样性和机制的复杂性)。二是化学问题解决负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学问题解决负迁移的因素进行了分析。四是化学问题解决负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并给予了具体的矫正案例。
第七章研究总结。本部分内容主要是对文章的整个研究过程进行了归纳总结,提出了文章研究的结论：隐蔽与顽固：化学学习负迁移普遍存在；试验与分析：化学学习负迁移诱因繁杂；策略与方法：化学学习负迁移可诊可矫；评价与标准：化学学习负迁移诊矫依据。在研究反思部分,文章指出了化学学习负迁移诊断与矫正今后努力的4个方向：化学学习负迁移理论尚待进一步完善：化学学习负迁移产生的心里层面的原因尚待进一步深入；化学学习负迁移试验尚待进一步深入；化学学习负迁移诊断尚待进一步开展。
In this paper, based on the two theories of learning negative migration and teaching diagnosis, secondary first-line questionnaire and classroom experiments platform, a rating scale of "negative transfer" and "learning negative migration diagnosis model as a tool to learn the negative migration of high school chemistry the status quo, characteristics, influencing factors detailed analysis, and try to find the way to solve the knowledge of different types of chemical learning negative migration. According to this idea, the content of each chapter is arranged as follows:
Introduction. First on the origin of this study and its significance; then in the analysis of a large number of the existing literature on the basis of clear direction of this study; core concepts (migration, negative transfer, chemical learning negative migration, diagnostic, teaching diagnosis, etc.) clearly defined; pointed out that the specific content of this study and the research methods used; proposed framework and theoretical innovation of this study.
Chapter one. The theoretical basis of the study of chemistry migration negative diagnosis. This part is to carry out chemical learning negative migration system diagnostics theoretical foundation and conditions for support. First meaning migration interpretation of the system, and pointed out the direction of migration, migration, migration effect characteristics. Second, the article describes the theoretical basis of the diagnosis, detailed characterization concept, cognitive concept learning concept theoretical support migration. Furthermore, the focus of this part of the Review of domestic research on chemistry learning negative migration, summarized the seven characteristics (broad, shallow, stubborn, spontaneous, specificity, negative migration study of chemistry, the representational and hidden), and the negative migration theory study of chemistry tentative expansion, put forward the concept of "negative migration degrees" to build a negative migration diagnosis model it as a tool for the empirical part of the different classes of students Learning Chemistry negative migration on the amount of analysis and comparison.
Chapter two. Learning Chemistry negative migration process. This section is mainly negative migration Diagnosis and correction process chemistry learning comb, mainly describes two aspects: First, the object of this study and the carrier. A more detailed introduction to the study of chemistry as negative transfer and chemical teaching diagnostic study, analyzed the theoretical support for the implementation of the research study and research tools. Carrier as this study of a secondary school in Henan comparative test selection process, as well as the overall situation of the experimental class students are introduced. This section also carried out a detailed introduction to the main methods used in this study (questionnaires, interviews, class test, born thinking).
Chapter three. Chemical theoretical knowledge learning negative migration studies. This chapter is part of the thesis of empirical research, the main content is divided into four aspects:First, the chemical characteristics of the learning of theoretical knowledge (a high degree of generality, effective thinking the contributory and scientific educational). Negative Transfer chemical theoretical knowledge of empirical research, article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test analysis and comparison. Third, for the results of the empirical part of the study, the analysis of chemical theoretical knowledge of negative migration factors. Chemical theoretical knowledge of the negative migration correction teaching strategies, mainly from the teachers to teach and students to learn two specific corrective strategies, and provide the specific case of correction.
Chapter four. Chapter chemical factual knowledge learning negative migration studies. This chapter is the second part of the paper empirical research, the main content is divided into four areas: chemical factual knowledge learning characteristics (basic life and complicated sexual). Empirical research of chemical factual knowledge learning negative migration, the article main the chemical experimental group and a control group of students from the four aspects (teaching methods, training factors, academic achievement and gender factors) learning negative migration test, analysis and comparison. Three for the empirical part of the research results, the analysis of chemical factual knowledge of negative migration factors. Chemical factual knowledge of the negative migration correction teaching strategies, mainly from the teachers to teach and students to learn two specific corrective strategies, and provide the specific case of correction.
Chapter five. Chapter chemical skills knowledge learning negative migration studies. This chapter is the third part of the paper empirical research, mainly divided into four areas:First, it describes the characteristics of the chemical skills Knowledge Learning (abstract inquiry and methods). The second is the empirical research of chemical skills of the knowledge learning negative migration, the article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test analysis and comparison. Third, for the empirical part of the research results, the chemical skills knowledge learning negative migration factors. Chemical skills knowledge of the negative migration correction teaching strategies, mainly from teachers teach and students learn two specific corrective strategies, and give a specific case of correction.
Chapter six. Chapter chemical problem solving learning negative migration studies. This chapter is the fourth part of the paper empirical research, the main content is divided into four aspects: First, the introduction of a chemical problem solving characteristics (understanding pluralism, diversity and complexity of the mechanism). Chemical problem solving empirical study of negative transfer, article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test, analysis and comparison. Solving chemical problems for the empirical part of the research results, the negative migration factors. Chemical problem solving the negative migration correction teaching strategies, mainly from teachers teach and students learn two specific corrective strategies, and give a specific case of correction.
Chapter seven. The study concluded. This section throughout the course of the study of the article summarized the conclusions of the research article:concealed stubborn:chemical learning negative migration widespread; strategies and methods:chemical learning negative migration can be diagnosed can overcorrection; tests and analysis The:Chemical learning the negative migration incentives complicated; evaluation criteria:chemical learning negative migration attending straightening basis. Reflection part of the study, the article pointed out that the negative migration diagnosis and correction of future efforts in three directions:study of chemistry and chemical learning negative migration theory should be further improved; negative migration test to be further in-depth study of chemistry; chemical learning negative migration attending straightening pending further work.
导言。首先阐述本文研究的缘起及其意义；然后在分析了大量已有研究文献的基础上,明确了本文研究的方向；对核心概念(迁移、负迁移、化学学习负迁移、诊断、教学诊断等)进行了明确的界定；指出了本文研究的具体内容和使用的研究方法；提出了本文研究的框架和理论创新点。
第一章化学学习负迁移诊断的理论基础。这一部分是开展化学学习负迁移诊断的理论基础和条件支撑。首先对迁移的涵义进行了系统的阐释,指出了迁移的方向、迁移的方式、迁移的效果等特征。其次,文章对诊断的理论基础进行了说明,详细介绍了迁移的表征观、认知观和学习观等理论支撑。再者,本部分的重点是就化学学习负迁移的国内研究现状进行了述评,归纳出了化学学习负迁移具有广泛性、肤浅性、顽固性、自发性、特异性、表象性、隐蔽性、重叠性和复杂性等特征,并对化学学习负迁移理论进行了尝试性的拓展,提出了“负迁移度”的概念,构建了“负迁移诊断模型”,把它作为工具,对实证部分不同班级学生的化学学习负迁移情况进行量上的比对和分析。
第二章化学学习负迁移的研究过程。本部分主要是对化学学习负迁移诊断与矫正的具体研究过程进行了梳理,主要叙述了两个方面的问题：一是本文研究的对象和载体。比较详细地介绍了把化学学习负迁移和化学教学诊断作为研究对象的原因,分析了针对研究对象实施研究的理论支撑和研究工具。二是介绍了作为本文研究载体的河南某中学的具体情况、对比试验选择的过程、以及实验班级学生的整体情况。本部分还就本研究使用的主要方法(问卷调查、访谈、班级试验、出声思维等)进行了详细的介绍。
第三章化学理论性知识学习负迁移研究。本章节是论文实证研究的一部分,主要内容分为4个方面：一是介绍了化学理论性知识学习的特点(高度的概括性、有效的思维促成性和良好的科学教育性)。二是化学理论性知识学习负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、分析和比对。三是针对实证部分研究的结果,就化学理论性知识学习负迁移的因素进行了分析。四是化学理论性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并提供了具体的矫正案例。
第四章化学事实性知识学习负迁移研究。本章节是论文实证研究的第二部分,主要内容分为4个方面：一是介绍了化学事实性知识学习的特点(基础性、生活化和繁杂性)。二是化学事实性知识学习负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学事实性知识学习负迁移的因素进行了分析。四是化学事实性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并提供了具体的矫正案例。
第五章化学技能性知识学习负迁移研究。本章节是论文实证研究的第三部分,主要内容分为4个方面：一是介绍了化学技能性知识学习的特点(抽象性、探究性和方法性)。二是化学技能性知识学习负迁移的实证研究部分,文章主要从教学方式、训练因素、学业成绩和性别因素等方面对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学技能性知识学习负迁移的因素进行了分析。四是化学技能性知识学习负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并给予了具体的矫正案例。
第六章化学问题解决学习负迁移研究。本章节是论文实证研究的第四部分,主要内容分为4个方面：一是介绍了化学问题解决的特点(理解的多元化、类型的多样性和机制的复杂性)。二是化学问题解决负迁移的实证研究部分,文章主要从4个方面(教学方式、训练因素、学业成绩和性别因素)对实验组和控制组学生的化学学习负迁移情况进行了测试、比对和分析。三是针对实证部分研究的结果,就化学问题解决负迁移的因素进行了分析。四是化学问题解决负迁移矫正的教学策略,主要从教师教导和学生学习两个方面提出了具体的矫正策略,并给予了具体的矫正案例。
第七章研究总结。本部分内容主要是对文章的整个研究过程进行了归纳总结,提出了文章研究的结论：隐蔽与顽固：化学学习负迁移普遍存在；试验与分析：化学学习负迁移诱因繁杂；策略与方法：化学学习负迁移可诊可矫；评价与标准：化学学习负迁移诊矫依据。在研究反思部分,文章指出了化学学习负迁移诊断与矫正今后努力的4个方向：化学学习负迁移理论尚待进一步完善：化学学习负迁移产生的心里层面的原因尚待进一步深入；化学学习负迁移试验尚待进一步深入；化学学习负迁移诊断尚待进一步开展。
In this paper, based on the two theories of learning negative migration and teaching diagnosis, secondary first-line questionnaire and classroom experiments platform, a rating scale of "negative transfer" and "learning negative migration diagnosis model as a tool to learn the negative migration of high school chemistry the status quo, characteristics, influencing factors detailed analysis, and try to find the way to solve the knowledge of different types of chemical learning negative migration. According to this idea, the content of each chapter is arranged as follows:
Introduction. First on the origin of this study and its significance; then in the analysis of a large number of the existing literature on the basis of clear direction of this study; core concepts (migration, negative transfer, chemical learning negative migration, diagnostic, teaching diagnosis, etc.) clearly defined; pointed out that the specific content of this study and the research methods used; proposed framework and theoretical innovation of this study.
Chapter one. The theoretical basis of the study of chemistry migration negative diagnosis. This part is to carry out chemical learning negative migration system diagnostics theoretical foundation and conditions for support. First meaning migration interpretation of the system, and pointed out the direction of migration, migration, migration effect characteristics. Second, the article describes the theoretical basis of the diagnosis, detailed characterization concept, cognitive concept learning concept theoretical support migration. Furthermore, the focus of this part of the Review of domestic research on chemistry learning negative migration, summarized the seven characteristics (broad, shallow, stubborn, spontaneous, specificity, negative migration study of chemistry, the representational and hidden), and the negative migration theory study of chemistry tentative expansion, put forward the concept of "negative migration degrees" to build a negative migration diagnosis model it as a tool for the empirical part of the different classes of students Learning Chemistry negative migration on the amount of analysis and comparison.
Chapter two. Learning Chemistry negative migration process. This section is mainly negative migration Diagnosis and correction process chemistry learning comb, mainly describes two aspects: First, the object of this study and the carrier. A more detailed introduction to the study of chemistry as negative transfer and chemical teaching diagnostic study, analyzed the theoretical support for the implementation of the research study and research tools. Carrier as this study of a secondary school in Henan comparative test selection process, as well as the overall situation of the experimental class students are introduced. This section also carried out a detailed introduction to the main methods used in this study (questionnaires, interviews, class test, born thinking).
Chapter three. Chemical theoretical knowledge learning negative migration studies. This chapter is part of the thesis of empirical research, the main content is divided into four aspects:First, the chemical characteristics of the learning of theoretical knowledge (a high degree of generality, effective thinking the contributory and scientific educational). Negative Transfer chemical theoretical knowledge of empirical research, article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test analysis and comparison. Third, for the results of the empirical part of the study, the analysis of chemical theoretical knowledge of negative migration factors. Chemical theoretical knowledge of the negative migration correction teaching strategies, mainly from the teachers to teach and students to learn two specific corrective strategies, and provide the specific case of correction.
Chapter four. Chapter chemical factual knowledge learning negative migration studies. This chapter is the second part of the paper empirical research, the main content is divided into four areas: chemical factual knowledge learning characteristics (basic life and complicated sexual). Empirical research of chemical factual knowledge learning negative migration, the article main the chemical experimental group and a control group of students from the four aspects (teaching methods, training factors, academic achievement and gender factors) learning negative migration test, analysis and comparison. Three for the empirical part of the research results, the analysis of chemical factual knowledge of negative migration factors. Chemical factual knowledge of the negative migration correction teaching strategies, mainly from the teachers to teach and students to learn two specific corrective strategies, and provide the specific case of correction.
Chapter five. Chapter chemical skills knowledge learning negative migration studies. This chapter is the third part of the paper empirical research, mainly divided into four areas:First, it describes the characteristics of the chemical skills Knowledge Learning (abstract inquiry and methods). The second is the empirical research of chemical skills of the knowledge learning negative migration, the article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test analysis and comparison. Third, for the empirical part of the research results, the chemical skills knowledge learning negative migration factors. Chemical skills knowledge of the negative migration correction teaching strategies, mainly from teachers teach and students learn two specific corrective strategies, and give a specific case of correction.
Chapter six. Chapter chemical problem solving learning negative migration studies. This chapter is the fourth part of the paper empirical research, the main content is divided into four aspects: First, the introduction of a chemical problem solving characteristics (understanding pluralism, diversity and complexity of the mechanism). Chemical problem solving empirical study of negative transfer, article mainly from four aspects (teaching methods, training factors, academic achievement and gender factors) for the experimental group and control group students of chemistry learning negative migration test, analysis and comparison. Solving chemical problems for the empirical part of the research results, the negative migration factors. Chemical problem solving the negative migration correction teaching strategies, mainly from teachers teach and students learn two specific corrective strategies, and give a specific case of correction.
Chapter seven. The study concluded. This section throughout the course of the study of the article summarized the conclusions of the research article:concealed stubborn:chemical learning negative migration widespread; strategies and methods:chemical learning negative migration can be diagnosed can overcorrection; tests and analysis The:Chemical learning the negative migration incentives complicated; evaluation criteria:chemical learning negative migration attending straightening basis. Reflection part of the study, the article pointed out that the negative migration diagnosis and correction of future efforts in three directions:study of chemistry and chemical learning negative migration theory should be further improved; negative migration test to be further in-depth study of chemistry; chemical learning negative migration attending straightening pending further work.
引文
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