基于建模导向的科学教学实证研究——以高中化学“原子结构”的学习为例  

Empirical research on science teaching based on modeling:taking chemical atomic structure for example

作　　者：赵雷洪[1] 薛松 竺丽英[1] ZHAO Leihong;XUE Song;ZHU Liying(College of Teacher Education,Zhejiang Normal University,Jinhua 321004,China;School of Education and Social Work,University of Dundee,Dundee DD14HN,the United Kingdom)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004 [2]邓迪大学教育与社会工作学院,英国邓迪DD14HN

出　　处：《浙江师范大学学报（自然科学版）》2020年第2期228-235,共8页Journal of Zhejiang Normal University:Natural Sciences

基　　金：教育部产学合作育人项目(201802362009)。

摘　　要：为提升中学生的科学建模能力,研究采用前、后测控制组设计的准实验法,以台湾省高雄市某高中一年级的学生为对象,原子结构的内容为例,从模型描述、模型应用、模型调度3个维度,探究基于类比的三阶段建模教学策略与传统的类比教学策略对学生建模能力培养的影响.结果发现:传统的类比教学和基于类比的三阶段建模教学都能有效提升学生的科学建模能力,但后者对模型描述等低阶建模能力的提升效果更加显著,二者对整体建模能力的提升差距还有待论证.研究为中学生科学建模能力的培养提供实证方法的参考.It was aimed to develop students′modelling abilitiy by three-stages of modelling teaching activities based on analogy and traditional analogy teaching.A quasi-experimental research of pre-and post-test control group design was employed.The participants were senior one students from Kaohsiung,Taiwan.Students′modelling abilities were measured from three dimensions,model description,model application,and model deployment in the unit of chemistry"Atomic Structure".The findings revealed that both of two approaches effectively improved students′modelling abilities,while modelling teaching had statistically significant effects on low-order modelling abilities such as model description.However,the gap between two strategies on the overall modelling ability was suggested to be further explored.Implications to the developement of middle school students′modelling ability of science were also dicussed.

关 键 词：科学教育 中学化学 建模教学 类比教学 原子结构 

分 类 号：G633.8[文化科学—教育学]