高中生“反应因果关系”思维水平测量工具的开发  

Development of Tool for Measuring the Thinking Level of "Reaction Causality"Among Senior High School Students

作　　者：芦峰 迟铭[1] 郑长龙[1] LU Feng;CHI Ming;ZHENG Chang-Long(Teachers and Teaching Education Academy of Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教师教育研究院,吉林长春130024

出　　处：《化学教育（中英文）》2024年第7期83-90,共8页Chinese Journal of Chemical Education

摘　　要：在塔兰克搭建的概念构造图的基础上,抽提出高中生“反应因果关系”大概念下的思维水平,发现学生思维水平越高,其回答模式对化学问题的解释力越强。思维水平较低的学生倾向于采用线性因果关系或单一因素来解释化学问题,而思维水平较高的学生更倾向于采用目的论或结构化的思维模式来解释化学问题。以高中生“反应因果关系”大概念下的思维水平为框架,基于部分计分Rasch模型(Partial credit Rasch model),运用布里格斯提出的定序多项选择项目,开发高中生“反应因果关系”思维水平测量工具,工具结构效度与信度良好。On the basis of the conceptual structure map built by Talanquer,this paper draws out the thinking level of senior high school students under the concept of"reaction causality",and finds that the higher the students'thinking level,the stronger the explanatory power of their answer mode to chemical questions.Students with low thinking level tend to use linear causality or single factor to explain chemical problems,while students with high thinking level tend to use teleology or structured thinking mode to explain chemical problems.Taking the thinking level of senior high school students under the concept of"reaction causality"as the framework,based on the partial credit Rasch model,and using the sequenced multiple-choice items proposed by Briggs.the tool for measuring the thinking level of senior high school students"reaction causality"was developed,and the structural validity and reliability of the tool were good.

关 键 词：定序多项选择 概念构造图 反应因果关系 思维水平 

分 类 号：G633.8[文化科学—教育学]