基于知识空间理论的高中生科学原理学习分析——以氧化还原反应为例  

Analysis of Senior High School Students' Learning of Scientific Principles Based on the Knowledge Space Theory:A Case of Oxidation-Reduction Reaction

作　　者：麦裕华 何庆辉[1] 肖信 MAI Yu-Hua;HE Qing-Hui;XIAO Xin(Guangzhou Xiehe Middle School,Guangzhou 510160,China;School of Chemistry and Environment,South China Normal University,Guangzhou 510006,China)

机构地区：[1]广州市协和中学,广东广州510160 [2]华南师范大学化学与环境学院,广东广州510006

出　　处：《化学教育（中英文）》2018年第19期34-40,共7页Chinese Journal of Chemical Education

基　　金：广东省教育科学"十二五"规划2015年度一般项目"知识空间理论在高中化学基础性原理知识教学的应用"(课题编号:2015YQJK002)

摘　　要：对广州市3个层次6所高中561名高一年级学生进行专题测试,应用知识空间理论分析学生的氧化还原反应学习情况。结果显示:(1)各校学生在诸多核心知识存在学习困难,测试总分有显著差异;(2)各校学生在知识状态的数量、知识空间的结构有较大差异;(3)各校学生的关键学习路径与专家的设定相似或有较大差异。讨论了应用知识空间理论促进中学生科学原理学习的方法。The aim of this study was to investigate how 561 grade 10th students from six different senior high schools in Guangzhou learn oxidation-reduction reaction by applying Knowledge Space Theory. The result showed that. （1） Students from different schools had learning difficult in core knowledge. Significant differences were found in the scores of different schools. （2） Large differences in the numbers of knowledge state and the structure of knowledge space were found. （3） Some school students＇ critical learning paths were similar to expert＇s critical learning path, but the others were not. This paper also discussed the method of applying knowledge space theory to promote high school students to study scientific principles.

关 键 词：知识空间理论 知识空间 关键学习路径 氧化还原反应 

分 类 号：G633.8[文化科学—教育学]