高中化学学习困难预防的认知诊断方法研究.pdfVIP

中文摘要 高中化学学习困难问题一直倍受化学教育界的关注。纵观文献，理论界对学习困难生 的学习风格、认知结构等等均已经展开了大量的研究。从目前国内理论研究的现状看， 研究关注的重点通常集中在已经发生学习困难的学生身上，对学习困难的预防则关注较 少，相关研究成果或失于笼统，或失于零散。 本文从预防化学学习困难产生的角度入手，以实用与可操作为指导，运用理论研究 与实践验证相结合的研究方法，对高中化学学习困难的成因、诊断、预防等方面的特点 与规律，进行了较为系统的研究，并归纳总结了具有较强操作性的学习困难预防认知诊 断的具体方法。 本文的研究重点主要集中在：其一，依据经验与调研，在梳理文献基础上，借鉴认 知心理学、教育学相关理论，分析了化学学习困难预防的理论与实践现状，提出了预防 性认知诊断应当坚持的“三原则”，强调关注化学前概念中的相异构想、化学高级规则的 表征、化学思维中的负迁移效应以及化学元认知的自我调节能力等认知属性。其二，总 结了预防性认知诊断的必备条件、主要的诊断项目和实用的具体方法，以及诊断数据分 析的基本要求，并对诊断性测试和日常阶段性测试等常用方法进行了较为系统的研究。 本文的研究结论在小范围教学中进行了实践，初步验证了研究结论的正确性和实用 性。研究成果丰富了化学教学的方法和手段，为推进了相关领域的理论研究提供了又一 有价值的参考。 关键词：高中化学；学习困难；认知；预防诊断 3 Abstract Learning disabilities of chemistry in high school is a focus issue of educational research, A lot of comprehensive research has been carried recently. But nine tenths researchers focus on the students who has already been recognized as a learning disabilities, maybe nobody focus on the precaution of prevent learning disabilities emerging, and the relevance papers on this issue seldom been found. Arising from the perspective of learning disabilities precaution, using empirical method, this paper making a comprehensive and systematic research on the cognitive development and change rules of potential learning disabilities, based on this, this paper summarizes the strong operational cognitive diagnosis of specific methods. On the basis of related theory of cognitive psychology and pedagogy has use for reference, this paper put forward that cognitive diagnosis should adhere to quality education principles, equality education principles and operability principles, should focus on the former chemical concept heterogeneous, characterization of chemical senior rules, negative transfer in chemical thinking and chemical cognitive self-regulation etc .this paper also studies the essential co