促进“化学键”概念理解的建构式教学效果研究元分析  

Meta-Analysis of Effectiveness of Constructive Teaching on Chemical Bonds

作　　者：邓峰[1] 陈泳蓉 DENG Feng;CHEN Yong-Rong(School of Chemistry,South China Normal University,Guangzhou 510006,China;Dongguan No.6 Senior High School,Dongguan 523000,China)

机构地区：[1]华南师范大学化学学院,广东广州510006 [2]东莞市第六高级中学,广东东莞523000

出　　处：《化学教育（中英文）》2023年第13期107-114,共8页Chinese Journal of Chemical Education

基　　金：广东省2022年学位与研究生教育改革研究项目;广东省2021年一流本科课程建设项目;华南师范大学2020年一流在线开放课程建设项目;华南师范大学2019年课程思政教学改革项目。

摘　　要：采用元分析方法对国内外25项“化学键”主题建构式教学研究的实验结果进行定量、系统分析。结果表明与传统教学相比,促进“化学键”概念理解的建构式教学整体效果显著;班级规模、教学时长和地理位置都对“化学键”建构式教学效果有显著正向影响,长期使用建构式教学的中小规模班级,“化学键”主题教学效果愈明显。基于此提出促进“化学键”概念理解教学和研究的3点建议。A meta-analysis method was used to analyze the experimental results of 25 constructive teaching studies quantitatively and systematically on the theme of"chemical bonds"at home and abroad.The results showed that compared with traditional teaching,the overall effect of constructive teaching in promoting the understanding of the concept of"chemical bonds"was significant.Class capacity,teaching time and geographical location had a significant positive impact on the effect of"chemical bonds"constructive teaching,and the more obvious the teaching effect of"chemical bonds"in small and medium-sized classes that had been using constructive teaching for a long time.Based on this,three suggestions for promoting the understanding of"chemical bonds"in teaching and research were proposed.

关 键 词：化学键 教学效果 元分析 效应量 

分 类 号：G633.8[文化科学—教育学]