基于SOLO分类理论调查高中生对化学实验的理解水平  

Investigation on Senior High School Students’ Understanding of Chemical Experiments Based on SOLO Taxonomy

作　　者：张霄[1] 吴晗清[1,2] ZHANG Xiao;WU Han-Qing(The College of Education, Capital Normal University, Beijing 100037, China;The Institute of Chemistry Education, Capital Normal University, Beijing 100048, China)

机构地区：[1]首都师范大学教育学院,北京100037 [2]首都师范大学化学教育研究所,北京100048

出　　处：《化学教育（中英文）》2018年第7期46-51,共6页Chinese Journal of Chemical Education

基　　金：全国教育科学规划教育部重点课题“高中生科学素养形成机制的实践研究”(课题批准号:DHA130257)

摘　　要：选取入教版高中教材《化学1》中10个实验，对北京市6所中学的364名高一学生进行调查研究，结果表明：学生对化学实验的理解水平总体不高；关联结构均值显著低于单一／多元结构和拓展抽象结构；3个维度之间呈显著正相关；学生对无机非金属元素一章的实验的理解水平较低；对溶液配制实验和金属钠的相关实验的理解水平较高。男生和女生在化学实验理解程度上没有显著性差异。基于调查结果提出实验教学建议。Based on ten experiments in Chemistry I, this paper investigated 364 first grade students of six senior high schools in Beijing, the results showed： The overall level of students＇ understanding of chemistry experiments was not high; the mean of relevance structure was signif- icantly lower than that of uni/multistructural and extended abstract; three dimensions were be- tween significant positive correlation; the level of understanding of solution preparation and sodi- um was higher. Boys and girls were no significant differences in the level of understanding of ex- periments. Some suggestions on experiment teaching were made based on the findings.

关 键 词：SOLO分类理论 化学实验 实验操作 实验原理 化学教材 

分 类 号：G633.8[文化科学—教育学]