答辩研究生论文题目
1、高中生“化学平衡”概念结构的心理学研究
答辩人：黄菲菲 指导教师：钱扬义 教授
2、
基于手持技术的“数字化微型气象站在中学研究性学习中的应用研究
答辩人：彭 豪 指导教师：钱扬义 教授
3、
多人在线的化学网络扑克动漫游戏的应用实践研究
答辩人：颜 璜 指导教师：钱扬义 教授
4、
信息技术支持下基于CLD理论的高中化学概念教学研究
----以高三理科班“离子反应”概念教学为例
答辩人：黄海清 指导教师：钱扬义 教授
5、
高中化学函数图象信息题的命题与测试研究
答辩人：李金花 指导教师：钱扬义 教授
6、
初中生化学能量观的调查研究
答辩人：陈 潇 指导教师：钱扬义教授 肖常磊
7、高中生化学平衡认知发展研究
答辩人：李 霞 指导教师：李佳 副教授
8、基于IRS互动反馈系统构建化学课堂反馈式教学模式的探索研究
答辩人：陈谦明 指导教师：钱扬义 教授
高中生“化学平衡”概念结构的心理学研究
专业：化学课程与教学论 申请者：黄菲菲 导师：钱扬义
摘 要
化学平衡是中学化学教学的重难点，中学化学教材中的三大基本理论知识之一，也是大学化学学习的基础，而学生往往对于这一知识点的学习存在困难。
概念结构是指一群概念的组成成分及各成分间的组合关系和规律，对于概念结构的研究能够了解学习者头脑中对概念的认知结构。
基于目前对于化学学科概念结构研究比较缺乏的现实，本研究根据认知心理学关于概念结构的理论，以300多名学生为被试，系统研究了高中生关于“化学平衡”概念的结构，揭示了影响学生“化学平衡”概念结构的因素，并对化学平衡概念教学提出了建议。
研究1化学平衡系列概念的确定采用文献调研法及问卷调查法，按照一定的标准筛选得到25个化学平衡系列概念。
研究2对高中生所做的化学平衡概念的重要程度评定进行探索性因素分析，结果发现高中生化学平衡概念由7个因子构成：分别为“化学平衡的影响因素”、“化学反应效率”、“化学平衡特征”、“计量类概念”、“能量变化”、“水溶液中的平衡”和“平衡移动及其原理”。多元方差分析表明新手与专家对部分因子的评分存在显著差异。学生的概念结构主要受到教材、教师及习题的影响。
研究3对高中生的自由分类进行多维标度分析及聚类分析，结果发现，高中生化学平衡概念由两个维度组成：①影响因素/特征概念；②描述类概念/计量类概念。学生的平均分类数为5类，高分组比低分组分类更科学、系统。学生的分类属于关联聚类，主要受到教材、习题的影响。
根据研究的结论，在化学平衡概念教学中应当注意突出概念的关键特征、概念的本质、知识的网络化以及化学平衡概念的二维结构。
本研究利用认知心理学概念结构的研究方法，探究高中生头脑中“化学平衡”概念结构，丰富了科学教育概念研究的视角与内容，具有重要的理论价值。本研究还初步探究了影响学生“化学平衡”概念结构的影响因素，并为教材的编写及概念教学提出建议，因而具有重要的应用价值。
关键词：化学平衡 概念结构 因素分析 多维标度法
A PSYCHOLOGICAL STUDY ON HIGH SCHOOL STUDENTS’
CONCEPT STRUCTUTRE OF CHEMICAL EQUILIBRIUM
Major: Chemistry Curriculum and Teaching Theory
Name: Feifei Huang
Supervisor: Yangyi Qian
ABSTRACT
Chemical equilibrium is fundamental to chemistry study. However, most students find it difficult to study.Concept structure is the concepts and the relations between them. It helps us know about learners’ cognitive structure.Considering the lack of studies on chemistry concept structure, this study was grounded on the theory of concept structure in cognitive psychology, and over 300 high school students were involved. Students’ concept structure of chemical equilibrium was systematically studied. Meanwhile, the relationships between those structures, as well as factors that might affect the categorization of chemical equilibrium have been discussed. Teaching instruction also has been suggested according to the result.
In study 1, 25 chemistry concepts related to chemical equilibrium were selected according to certain criteria.
In study 2, exploratory factor analysis was employed for analyzing high school students’ data. The results indicated that students’ concept structure consisted of 7 factors, which were influence factors of chemical equilibrium, efficiency, characteristics of chemical equilibrium, stoichiometry, energy change, ionic equilibrium, equilibrium shifting and principle. Multivariate analysis of variance showed some significant differences between novice and experts. Students’ concept structure appeared mainly affected by textbook, teacher and exercises.
In study 3, multi-dimensional scaling and classification analysis were used to analyze students’ classification of chemistry concepts. The results showed that there were two dimensions in students’ concept structure. There were 5 categories in students’ concept structure. High achievers’ (top 27% students) classification appeared more reasonable and systematical than low achievers’ (bottom 27% students). Students’ classification was mainly affected by textbook and exercises.
The conclusions suggested it was important to emphasize the key features of concepts, the nature of concepts, build the structure of chemical knowledge and be ware of concept structure to improve teaching.
In brief, this study made some contributions in terms of both theory and application. It not only utilized EFA and MDS to analyze high school students’ concept structures of chemical equilibrium, but also suggested a better way for future chemistry instruction.
Keywords: chemical equilibrium; concept structure; exploratory factor analysis; multi-dimensional scaling
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基于手持技术的“数字化微型气象站”
在中学研究性学习中的应用研究
专业：课程与教学论
申请者：彭 豪
导师：钱扬义 教授
数字化微型气象站是一种基于手持技术的先进的便携式气象数据采集系统。本研究主要着眼于如何将信息技术（手持技术）更有效地应用于现行新课程的研究性学习，尝试开发基于数字化微型气象站的中学研究性学习案例；同时研究（1）数字化学习环境下，学习者使用数字化微型气象站进行气象学习的认知情况；（2）数字化微型气象站在研究性学习中对培养学生科学探究能力的作用；（3）数字化微型气象站在研究性学习过程中给学习者带来的情感体验。
本研究的思路大致分为四部分:（1）文献调研，在对国内外有关文献综述的基础上，了解数字化微型气象站的功能特点以及在国内的应用情况，确定本研究的目的与意义；（2）研究设计与案例设计。在建构主义理论、“做中学”理论、需要层次理论的指导下，初步设计研究性学习案例、研究方案以及制定定性、定量评价工具；本研究主要采用的研究方法有:问卷调查法、访谈调查法（半结构性访谈与个别访谈相结合）、观察调查法（参与型观察与非结构型观察法相结合）、准实验研究法（非对等前后测实验设计、静态组比较实验设计）；（3）研究的实施，运用数字化学习的三种应用范式（离线学习、远程学习、在线学习）开展了基于“数字化微型气象站”的两轮研究性学习（“引导型”研究性学习和“自主型”研究性学习），并进行相关的教学研究；（4）研究的评价，结合相应的量表与问卷等研究工具，调查学生在数字化研究性学习过程中的情感体验，并通过前、后测的方法，研究该学习方式对学生的科学探究能力的影响情况，结合研究性学习过程中的观察记录、访谈记录，进行结果分析与综合讨论。
本研究得到的结论为：（1）作为认知工具，数字化微型气象站在学生学习气象知识的过程中促进他们的认知发展；（2）与传统学习环境下的学生相比，参与基于数字化微型气象站的研究性学习的学生的科学素养有所提高，尤其是科学探究能力显著提高；（3）作为数字化学习工具，数字化微型气象站在研究性学习中对学生的情感体验起着积极的影响。
本研究的创新之处与价值主要体现在：（1）本研究把传统的单一式气象科学学习模式转变为具有“便携、定量、实时、准确”特点的“数字化、协作化”的新型气象学习模式，在一定程度上将推动新理念下的课程改革；（2）（国内）首次把基于手持技术的“数字化微型气象站”运用到研究性学习中，系统地开展探究式学习活动，所得的研究结果为国内中小学校园推广与应用“数字化微型气象站”提供了有益的参考与借鉴；（3）首次探讨手持技术作为一种教育信息技术（EIT）在情感方面的影响，并运用多类型量表（语意差别量表、里克特量表）结合的方式得到定量数据与定性材料，综合分析学习情感问题，为日后研究教育信息技术在情感方面的作用提供了新途径；（4）案例开发与理论研究在一定程度上拓展信息技术与科学课程整合应用研究的广度与深度——国内虽不乏信息技术与科学课程整合、网络化教学及计算机辅助教学的应用研究，而对于将手持技术整合于科学课程实现真正意义上的“做科学”的教学应用研究却比较罕见；（5）综合运用一些较高级的统计方法（如共变量分析等），在同类文献中较为少见。
关键词：手持技术，数字化微型气象站，研究性学习，科学素养，情感教育
Research on Application of Handheld-based Digital Micro Weather Station (DMWS) to Research-based Learning for Middle School
Major: Curriculum and Teaching Theory
Name: Peng Hao
Supervisor: Prof. Qian Yangyi
Digital micro weather station (DMWS) is an advanced Handheld-Based system for logging meteorological data. This research mainly focused on how to incorporate information technology (handheld technology) into the research-based learning of the current New Curriculum more effectively, managing to develop the research-based learning based on DMWS for students of middle school in the mainland of China; meanwhile it investigated the relationship between DMWS-based learning models and students’ cognitive learning, scientific literacy & emotional experience.
The research in general was made up of four parts: (i) Literature Research: the researcher reviewed the domestic research progress of application of DMWS and determined the purpose and significance of this research; (ii) Research Design & Experimental Cases Design: Based on the theories of Constructivism, Dewey’s “Learn by doing” and Maslow’s Hierarchy of Needs, the researcher preliminarily designed experimental cases for research-based learning, research programs and qualitative & quantitative research instruments; The essential research methods involved in this research were questionnaire survey (with scales and questionnaire), interview (i.e. semi-structured interview & individual interview), observation (i.e. participant observation & non-structured observation), and quasi-experiment (i.e. nonequivalent retest-posttest quasi-experimental design & static-group comparative experimental design); (iii) Implementation of Research: the researcher carried out two rounds of students’ research-based learning（instructed & uninstructed）and then did educational research; (iv) Evaluation of Research: the researcher surveyed (with the appropriate scale and questionnaire) students’ emotional experience in e-learning, studied students’ ability of scientific inquiry through the retest-posttest method, and then analyzed the record of observation & interviews &survey in order to draw a conclusion for the results of this research.
This research concluded that DMWS helped students do research-based learning efficiently and promote the development of students’ cognition and scientific literacy (especially the ability of science inquiry). What’s more, DMWS plays an important and positive role in students’ science attitude & emotional experience.
The contribution of this research could be summarized as follows: (i) changed the traditional simplified learning mode of meteorology into the brand-new digitalized collaborative learning mode with the features of “portability, quantification, synchronization & accurateness”; (ii) provided useful experience and reference for the application of DMWS to research-based learning for middle schools in the mainland of China; (iii) (For the first time) studied the emotional educational effect of handheld technology as an educational information technology (EIT) by the use of multi-scale (i.e. semantic differential scale & Richter scale) as the way to obtain quantitative data and qualitative material; (iv) extended the width and depth of existing related research about the integration of information technology and curriculum in the view of theory and practice，making “do science” feasible and controllable; (v) comprehensively applied multiple research methods，including some advanced statistic methods.
KEY WORDS：Handheld Technology, Digital Micro Weather Station (DMWS), Research-based Learning, Scientific Literacy, Emotional Education
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多人在线的化学网络扑克动漫游戏的应用实践研究
专业：化学课程与教学论 申请者：颜璜 导师：钱扬义
网络时代的来临，以娱乐为主打的网络游戏迅速吸引了青少年的眼光，拥有了庞大用户群。目前网络上存在着较多的不利于青少年成长的网络游戏，“教育”与“娱乐”成了一对不可调和的矛盾。在这样的背景下，越来越多的教育界人士开始关注网络游戏，探索如何利用孩子爱玩的天性，开发出为教育服务的网络游戏，使寓教于乐真正落到实处。
目前国内外与化学学科相结合且针对中学生的网络教育游戏很少。然而，游戏不是专门局限于儿童的，而是任何人都可以参与的有益的活动。对于目前中学生而言，学习压力和负担都很重，更需要一个在不受家长和老师的反对的同时还能够放松身心并且学到知识的游戏平台。另外，从化学学科本身的特征来看，化学是以实验为基础，从原子、分子微观层面上对宏观的化学现象进行分析阐述。这样，网络的虚拟学习特征能够为化学学科的学习提供一个得天独厚的学习环境。
根据调查可知，化学用语和物质的性质内容是中学化学最基础、最重要、最枯燥、最难学内容，需要记忆的成分多，成为中学生学习的分化点和很多学生学习的障碍。基于此，本文将解决中学生化学用语学习难点的化学网络扑克动漫游戏应用于实践，并进行四个方面的调查研究。以期为中学化学网络教育游戏的应用提供一些参考。
研究一主要调查高一学生对化学网络扑克动漫游戏的态度，研究发现中学生对教育游戏充满了热情和好奇，他们在游戏的过程中能够意识到自己哪些化学方程式还未掌握，并会在课后去复习。同时他们认为该游戏能带来乐趣，游戏学习法更有助于帮助他们学习和记忆方程式。学生也为游戏提出了许多有价值的意见。研究二主要调查分析化学网络扑克动漫游戏的可玩性，采用里克特五点量表，将游戏分为可测量的九个方面，研究发现游戏沉浸感对游戏的趣味性和继续玩的意愿的影响最显著，这意味着化学网络扑克动漫游戏下一步的工作重点应在游戏沉浸感方面继续完善，同时调查中表明游戏给与玩家的帮助、游戏界面的美观性以及游戏的音效是该游戏不足的地方，也是应该进一步完善的地方。研究三调查化学网络扑克动漫游戏是否对学生化学方程式的学习有帮助，采用10道化学方程式测试题，前后测的试题稍有不同。研究发现，实验班的成绩高于对照班，且游戏前后实验班的成绩也有所提高，这说明化学网络扑克动漫游戏确实能帮助学生学习化学方程式。研究四主要调查化学职前教师对化学网络扑克动漫游戏的态度，职前教师普遍认为该软件是一款有价值的教育游戏软件，在条件允许的情况下，愿意在以后的教学工作中使用该游戏，同时也为该游戏提出了许多宝贵的建议。
本研究通过应用实践得出了化学网络扑克动漫游戏的改进措施，对其他教育游戏的设计和评价具有一定的参考价值。同时提出的化学网络扑克动漫游戏的应用方式建议也为教育游戏的应用构建了范例。
关键词：化学网络扑克动漫游戏 游戏设计 游戏应用、游戏评价、游戏改进措施
The Application Modes Research on MultiPlayer Online Educational Games of Chemistry Playing Card
Major: Chemistry Curriculum and Teaching Theory
Name: Huang Yan
Supervisor: Yangyi Qian
In the network times,computer games which primarily pursue entertainment,on the one hand,has attracted numerous young people rapidly,on the other hand has brought massive negative influences.“education”and“entertainment”seem to be a pair of irreconcilable contradiction. In this context, more and more educators begin to pay close attention to online games .They explore how to use the children love to play for the nature to design the online educational games which help children study, and make the education thought-“learning through playing” come ture.
Currently, the chemical online educational games for the middle school students are rare at home and abroad.However, Games are useful activities.,what not specifically limited to children, but anyone can participate in. For current high school students,the pressure and burden of learning is heavy,they even need a game platform which can make them relax and acquire knowledge,and at the same time,parents and teachers are not oppose. In addition ,Chemistry is regarded as an experimental subject it described and analysis the chemical phenomena from the micro level of atoms and molecules. Thus, characteristics of virtual learning network can provide a unique learning environment to earning chemistry.
According to the investigation,the chemical terms and the nature of chemicals is the most basic、important、boring and difficult content to the high school student. They must spend a lot of time to memory .So,It becomes a learning difficulty and differentiation point of chemistry to many student. Based on this,this paper will put the online educational games of chemistry playing card which is able to solve the learning difficulty of chemical terms into practice，and do the research about four aspects.I hope it can provide some reference to the application of other chemistry educational online games.
In study 1，we mainly investigated the high school students’ attidute to the chemistry playing card game. the research discovered that the student’s attitude towards education game full of enthusiasm and curiosity. In their game process, they can realize the chemical formulas which are not mastered in class, and they also will review. the chemical formulas after the game ended At the same time, they thought the game can be fun ,the method of learning through game can more help them to memory. The students also gave many precious comments. In study 2, we mainly investigate the chemistry playing card games whether can play.The game is divided into nine measurable aspects and reaserched by likert five-point Scale.The study found that the aspect of immersion in the game is the most relevant to the aspect of game interesting and will continue to play. which means that the next step of chemistry playing card games should focus on improving immersion in the game, while the survey showed that players can’t get enough help from the game, and the beauty of the game interface and game audio are also not good enough .So,these aspects are should be further improved.In study 3,we mainly investigate whether the chemistry playing card games can heip high school students to learn chemical formula,we reasearched by 10 test questions. the test before and after geme is slightly different. We found that the experimental class scored higher than the control classes, and after the game, the score of experimental class is also increased. It indicated that the chemistry playing card game really helped students to learn chemical equation.In study 4,we maily investigated the pre-service teachers’attitude to the chemistry playing card game. pre-service teachers generally felt that the software is a valuable educational games ,If the conditions permit,they are willing to make use of the game to help teaching, the pre-service teachers also gave many valuable suggestions.
This research is obtained improvement measures through the application practice of chemical palying card game.It can give some valuable reference to desing and evaluate other educational games,and the application of chemistry playing card game also offered some examples to other educational games.
KEY WORDS:chemistry playing card game ,game design ,the application of game ,the evaluation of game,the improvement measures of game
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信息技术支持下基于CLD理论的高中化学概念教学研究
----以高三理科班“离子反应”概念教学为例
专业：化学课程与教学论 申请者：黄海清 导师：钱扬义
“离子反应”是基本的化学反应概念，是连接初高中从宏观向微观过渡的概念。高考中关于“离子反应”概念的考察，从1999年到2008年广东高考考察率为100%，可以说“离子反应”是高考的“高考热点”、 “稳定的高考考点”。
本研究中研究的“离子反应”包括“电解质”、“离子共存”、“离子方程式”、“电离”。依据“离子反应”的内容，编制《高三“离子反应”概念测试题》(Ionic Reaction Test,IRT)，以高三两个理科班学生为被试，测试学生对此概念的理解以及存在的迷思概念，再根据概念学习与发展理论(Conceptual Learning and Development，简称CLD)与化学中的三重表征关系ITLS模式(Interdependence of Three Levels of Science concepts—ITLS model)，运用手持技术(Hand-Held Technology)、微观动态影像表征(Submicro Dynamic Image Representation，SDIR)，以高三两个理科班学生为被试实行平行班教学，从其情感认同、学习成绩、概念改变的角度来探究信息技术下基于CLD理论的高中化学概念教学成效。
前期研究为确定化学概念中的概念研究对象。采用问卷调查法对年轻教师、职前教师以及大一新生展开高中化学概念教学调查，在高中化学的93个概念中，认为哪些概念比较难教，比较难为学生所理解。调查发现，年轻教师和职前教师均认为“离子方程式”、“电解质”等概念比较难教、学生难学。同时在1999至2008年广东高考（化学卷）的统计中“离子反应”概念在这十年内的重现率为100%，从而确定化学概念中的“离子反应”概念为研究对象。
研究1主要研究高三学生“离子反应”的迷思概念以及教学前是否存在差异。研究中采用问卷调查法，以IRTⅠ测试高三两个理科班学生对“离子反应”概念的理解，作为研究的前测。研究发现，两个班在前测中差异不显著(P=0.596＞0.05)，可作为平行班进行教学。两个班的学生对“离子反应”的 “电解质”、“离子共存”、“离子方程式”、“电解”四个子概念的理解是存在迷思概念的，这些迷思概念尽管有些不同，但对同一概念的理解两个班的学生都具有一定的重复性与相似性。
研究2对实验班学生进行访谈，进一步了解学生的迷思概念。主要采用出声思维访谈，从实验班抽取6名学生作为访谈对象，进一步了解学生对“离子反应”概念的理解，把握教学内容和重点难点。研究发现6名学生对“离子反应”概念都能说出最基本的概念定义，但就概念的理解及运用能力，学优生的理解要优于学差生，但对某一些特殊的化学例子，学优生思考的内容要更多，而导致无法做出正确的判断。与研究1相结合，针对这些迷思概念，基于CLD理论与ITLS模式，运用信息技术设计基于CLD理论的教学设计实行教学。
研究3采用五点式量表，调查实验班学生对信息技术下基于CLD理论的高中化学概念教学的情感态度看法，从教学内容、教学手段、教学效果方面对教学进行评价。统计结果显示学生对本次教学内容、效果及手段评价均比较高，说明学生对“信息技术下基于CLD理论的高中化学概念教学”表示欢迎并喜爱的。
研究4研究教学后高三学生对“离子反应”概念的理解是否存在差异以及迷思概念是否改变。研究中采用问卷调查法，以IRTⅡ进行教学后测试。T检验结果显著性水平为0.046<0.05，说明两种教学方法有显著差异，实验班的教学方法比控制班的教学方法所取得的教学效果要好。研究还表明实验班的学生概念改变的程度较控制班好，但是也有一些迷思概念并没有“改变”，依然存在于学生头脑中。
研究5采用问卷调查法，以IRTⅢ进行测试教学后随着时间的推移，高三两个班对概念的理解是否依旧存在差异。随着时间的推移，两个班的学生对“离子反应”的理解与掌握差异不显著(P=0.450>0.05)，但实验班(24.50)的平均分始终比控制班(23.83)高。
研究高中学生对“离子反应”概念存在的迷思概念，通过“信息技术下基于CLD理论的高中化学概念教学”实现概念教学的有效性，从而实现学生概念改变。本研究借以探究学生概念的迷思，促进学生概念的改变，增强学生的学习能力；同时促进化学概念教学改革，为教师提供教学新尝试及依据。
关键词：信息技术；CLD理论；化学概念；离子反应；迷思概念；概念改变
A Research on Chemical Concept Teaching
Based on CLD Theory with Information
Technology IN High School：
Teaching senior students “ionic reaction” for example
Major: Chemistry Curriculum and Teaching Theory
Name: Huang Haiqing
Supervisor: Qian Yangyi
" Ionic Reaction " is the basic concept of chemical reaction and the connection of the macro to micro transition from middle school to high school. From 1999 to 2008," Ionic Reaction “has emerged in College Entrance Examination for ten years and has 100% inspection. In a word," Ionic Reaction" is the "hot spot”, "stable prüfungsstelle” of CEE.
In this research, IR involved four sub-concepts: “Electrolyte”, “Ion Coexistence”, “Ionic Equation” and “Ionization”. Base on IR, the" Ionic Reaction Test, IRT" was developed. Senior students of two science classes in high school as subjects, IRT was used to test the students’ understanding of this concept and the existence of misconceptions. Then according to CLD (Cognitive Learning and Development) theory and the relationship of three representation--ITLS model (Interdependence of Three Levels of Science concepts-ITLS model), Hand-held Technology experiments and Submicro Dynamic Image Representation-SDIR animation were used in the experimental class. And explored the effectiveness of “chemical concept teaching based on CLD with information technology” with their emotional identity, result and conceptual change.
In early study, questionnaire was used to investigate the understanding of young teachers, preservice teachers and freshmen on 93 chemical concepts which is more difficult to teach or understand in high school chemistry teaching or learning. It was found that young and preservice teachers think that it is difficulty for them to teach and students to learn is “Ionic Equation ", "Electrolyte" and so on. While from the statistics of 1999 to 2008 College Entrance Exam (Chemistry), "Ionic Reactions" concept in this decade, the reproducibility rate was 100%. Considering these, the " Ionic Reactions" of chemical concepts as the study object was determined.
In study 1, IRT Ⅰ was used to test high school students’ understanding of "Ion Reaction”, and also as previous test before the study. Found that the two classes in the previous test was not significant (P = 0.596> 0.05), and could be used as teaching parallel classes. There were misconceptions of the two classes’ students in understanding "Electrolyte”,” Ion Coexistence", "Ionic Equation", "Ionization" of IR. These misconceptions although were some different, had some repetition and similarity.
In study 2, think-aloud interview was used. Six students from the experimental class as interviewees, wanted to learn more about the students’ understanding of "Ionic Reaction”, in order to master the course content and the key of teaching better. The study found these six students could figure out the basic definitions of IR. But the ability to understand and use concepts, understanding of excellent students learns better than poor students. For some special chemical example, excellent students thought too much to make the right judgments. According to the students’ misconceptions in study 1 and 2, designed effective teaching designment and put it into practice which are based on CLD theory and ITLS model.
In study 3, five-point rating scale was used to investigate the emotional attitudes of the experimental class students, from the teaching content, teaching method, teaching effect on teaching evaluation. Statistics result showed that students were satisfy with the teaching content, effects and means, which showed the " chemical concept teaching based on CLD with information technology in high school "was welcomed and loved by the students.
In study 4, IRT Ⅱ was used to test senior students of two science classes after teaching. T test result is 0.046 significance level less than 0.05, indicating two different teaching methods were significantly different. And the teaching method used in the experimental class was more effective than the control class. The study also showed that the experimental class students’ conceptual change was higher than the control class. But also some misconceptions were not "changed", still existed in the minds of the students in two classes.
In study 5, IRT Ⅲ was used to test the two science classes students’ understanding of IR in the following time. As time passed, the difference between two classes students’ understanding of IR was not significant (P = 0.450> 0.05), but the average score of the experimental class (24.50) was always higher than the control class (23.83).
To study the high school students’ misconceptions of “Ionic Reaction", through the " chemical concept teaching based on CLD with information technology in high school," realized the concept teaching effectiveness, enabled students to conceptual change. This study tried to examine the students’ misconceptions, promote students’ conceptual changes, and enhance students’ learning. In order to promote chemistry concept teaching reform and provide new attempt and reference for teachers.
Key Words: information technology; chemical concept; CLD theory; ionic reaction; misconceptions; conceptual change
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高中化学函数图象信息题的命题与测试研究
专业：课程与教学论 申请者：李金花 导师：钱扬义
RESEARCH ON DESIGN AND TEST OF CHEMISTRY FUNCTIONAL IMAGE INFORMATION ITEM OF SENIOR HIGH SCHOOL
Major: Curriculum and Teaching Methodology
Name: Li Jinhua Supervisor: Prof. Qian yangyi
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初中生化学能量观的调查研究
专 业：化学课程与教学论
申请者姓名：陈 潇
导师姓名：钱扬义 肖常磊
摘 要
本研究从培养学生学科基本观念的角度出发，总结了国内外关于化学基本观念的研究状况，发现国内缺乏对中学生化学能量观的研究，并且没有这方面的实证研究的问题，因而提出初中生化学能量观的实践研究。能量观是中学化学学习中的核心观念，本研究目的在于探讨初中生化学能量观认知结构以及初中生化学能量观各方面的认识，调查初中生化学能量观认知情况，并比较了男女生在化学能量观认知上的差异。
研究采用了心理学探索性因素分析法以及现象描述分析学的方法，质化分析与量化分析相结合。研究一共分为三个部分：第一部分，通过查阅文献、初中化学教材，结合初中物理教材能量部分的内容，选取初中化学学习中涉及到能量部分的陈述，其中包括概念、短语或句子等描述，经过预测后选取比较重要的38个陈述；第二部分，选取刚上高一不久，已经完成初中化学课程学习的学生作为初中生样本被试，通过因素分析，探究初中生化学能量观的认知结构，发现学生的化学能量观认知结构的7个因素，分别为“能量与微观世界”、能量的影响因素”、“能量存在形式”、“能量与能源”、“能量转化的行为”、“能量转化的装置或现象”、“化学反应与能量变化”。第三部分，在因素分析的基础上，编制问卷，探究初中生化学能量观的认知情况。
通过实际调查，本论文得到以下几个方面的结论：（1）初中生的总体化学能量观意识比较好，在各方面能够比较好的与能量建立联系；（2）A类学校学生总体化学能量观意识高于B类学校的学生；（3）初中生化学能量观认知情高-低分组差异发现，高分组在化学能量观方面的知识的理解与掌握程度总体高于低分组。（4）初中生化学能量观认知情况性别差异发现，男生在化学能量观方面的知识的理解与掌握程度总体高于女生。（5）初中生没有掌握电子能量高低与稳定性的关系的实质。（6）初中生化学能量观理论认识较好，但实际解决问题时部分学生难以联系能量方面的理论知识，或者能够联系到能量方面的理论知识，但是理解不够深入。
本研究最后基于中学阶段化学能量观的建构提出了四点教学建议：（1）物质微粒无规则运动认识中形成物质的微粒具有热能的观念；（2）原子结构的学习中逐步渗入核外电子运动能量观；（3）元素及其化合物学习中逐步建立学生对元素原子得失电子的能力与最外层电子的能量有关的认识；（4）在化学变化概念建立的时候，除了要注意到有新物质生成的关键特征，教师可以引导学生注意化学变化当中伴随的热能。并说明了化学能量观建构应该注意的问题。对教师自身也需要建构化学基本观念以及不断提高自身专业素养也提出了相应的建议。
关键词: 化学能量观 调查 因素分析 认知结构
STUDY ON JUNIOR SCHOOL STUDENTS’
IDEAS OF ENERGY IN CHEMISTRY
Major： Curriculum and Teaching of Chemistry
Name： Chen Xiao
Supervisor：Qianyangyi Xiaochanglei
Abstract
This study was based on the perspective of cultivating students’ basic ideas of subjects and has summarized the situation of the research on the basic ideas of chemistry around the world. It found that China lack the research on student’s ideas of energy in chemistry study, and has no practical research in this field yet. Therefore, this study had proposed the practical research on junior school students’ ideas of energy in chemistry study. Ideas of energy is a core concept in middle school chemistry study. The aim of this study was try to explore the cognitive structure of junior school students’ ideas of energy in chemistry study and investigate the situation of junior school students’ understanding of all aspects of ideas of energy in chemistry study, also try to found the differences of the cognitive of ideas of energy in chemistry study between boys and girls.
Qualitative analysis method and quantitative analysis method were adopted in this study. There were Exploratory Factor Analysis method and phenomenography method. This study included three parts, the first part, to select 38 statements of energy from reference, junior middle school chemistry text book and physics text book after the pre-test. The second part, to do the research on exploratory factor analysis on a 5-point scale. Factor analysis yield 7 factors of the junior school students’ cognitive structure of ideas of energy in chemistry study, there were “energy and the microscopic world”,“energy factors”,“existing forms of energy”，“energy and energy resources”,“acts of energy transformation”,“the device or phenomenon of energy transformation”,“chemical reaction and energy change”.
Through the practical investigation, there were 4 conclusions in this study: (1) junior school students’ overall awareness of ideas of energy in chemistry is good, they can associated with energy in all aspects of ideas of energy in chemistry well, (2) students in A level school perform better than students in B level school in ideas of energy in chemistry,(3) students who get high score in chemistry subject perform better than students who get low score in chemistry subject in understanding the knowledge of ideas of energy in chemistry, (4) boys perform better than girls in understanding the knowledge of ideas of energy in chemistry,(5)Junior school students do not grasp the relationship between energy of electron and stability of electron,(6)though junior school students could understand the knowledge of ideas of energy in chemistry well, some of them could not solve practical problems with energy knowledge, some of them might associate with energy view but totally thinking in a wrong way.
This study gave 4 suggestions in teaching helping students construct ideas of energy in chemistry：(1)understanding particles have heat energy through learning matter is composed of tiny particles,(2)form the mode of thinking about the motion of electrons in idea of energy through learning atomic structure,(3)develop understanding of the atom’s ability of getting or losing electrons is related with the energy of the outermost electrons through learning elements and compounds,(4)strengthen understanding of matter changes accompanied by energy changes through accumulating the phenomenon of chemical reactions. This study also suggested teachers that they need to construct the basic concepts of chemistry as well and improve their professional qualities.
KEY WORDS： ideas of energy in chemistry, investigation, Factor Analysis, cognitive structure
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高中生化学平衡认知发展研究
专业：化学课程与教学论
研究生：李霞
导师：李佳副教授
摘 要
化学平衡是一个具有较强学科特点且运用广泛的化学原理，理论性强，对学生的逻辑思维能力要求较高，是中学化学教学中的难点与重点。本研究选取化学平衡的状态、外界因素对化学反应速率与化学平衡的影响三大内容，运用SOLO分类理论来评价学生的化学平衡概念的认知发展。主要研究两个问题：1、高中生对化学平衡主要存在哪些错误认识；2、高中生化学平衡认知发展过程是怎样的？首先运用SOLO分类理论编制试题，分别对广州市A校高二、高三两个班级，深圳市B校高二、高三两个班级的共329名学生学生进行测试。通过SOLO分类理论来评价学生的作答结果，得出以下结论：
学生在化学平衡上存在的主要错误概念为：（1）在化学平衡状态方面：首先，在化学平衡的研究对象上，不知道可逆反应为化学平衡的研究对象，不能区分可逆反应与不可逆反应。其次，在化学平衡的本质上，不知道“V正=V逆”，不理解“V正=V逆”的真正含义。最后，在化学平衡的标志上，针对具体的反应，不能够用正确的特征参数来表征；（2）在温度、浓度、催化剂等外界因素对化学反应速率与化学平衡的影响方面：学生在温度对化学反应速率的影响，存在较少的错误概念。而温度对化学平衡的影响却表现出显着的错误概念。特别是在作图题中，要表达出温度对化学反应速率与化学平衡的影响、温度的变化与平衡的建立过程联合起来考核时，学生存在着较大的认知困难。在浓度对化学反应速率的影响上，存在着较少的错误概念。但不会联合浓度对化学反应速率的影响及化学平衡的本质来判断浓度对化学平衡的影响。学生主要通过勒沙特列原理来判断浓度对化学平衡的影响，但在两个或两个以上因素变化时，学生会误用勒沙特列原理。在催化剂对化学反应速率的影响上，学生大多数能记住结论，即催化剂只改变反应速率，不影响化学平衡。
同时，我们运用SOLO分类理论制定评分细则，评价学生的化学平衡认知发展：（1）在化学平衡状态上，学生对可逆反应的动态平衡的建立过程的理解与认识，高二有54.01%的学生处在M2水平上，高三有37.50%的处在 M2水平上，29.17%的处在M3水平上。高二到高三认知水平的转换方式为M2向M3的上升。认知水平的上升幅度不大。（2）学生在温度对化学反应速率与化学平衡的共同影响上，存在着一定的认知困难。高三70%左右的学生能够达到R水平，而高二只有31.39%的学生能够达到R水平。高二到高三学生认知水平的转换方式为P、U向R的上升；浓度对化学平衡的影响上表现出一定的认知困难。高二有接近50%的学生处在U水平，高三共有接近50%的学生处在M1与M2水平上。高二到高三，认知水平的转换方式为U水平向M1、M2上升；在催化剂对化学反应速率与化学平衡的影响上，高三学生主要处在P水平（55.21%）和R（43.75%）水平上。高二则有80%的人处在P水平。从高二到高三，认知水平的转换方式主要为P向R的上升，以及少部分的U向R的上升。在各个内容上，高三学生的认知水平都明显高于高二学生。
就研究的结论，提出一些教学建议。（1）用好教材，帮助学生打好基础，形成正确概念；（2）运用有效地教学策略，转变学生的错误概念；（3）选择合适的教学评价方式，确定学生的学生的认知水平；（4）根据学生的认知水平与发展规律，制定相应的教学目标；（5）举一反三，找准关联点，实现认知水平的发展。
关键词：高中生 化学平衡 认知发展 SOLO分类法
STUDY ON COGNITIVE DEVELOPMENT OF CHEMICAL EQUILIBRIUM FOR SENIOR SCHOOL STUDENTS
Major: Chemistry curriculum and instruction
Name: XiaLi
Supervisor:JiaLi
ABSTRACT
The chemical equilibrium is a principle of strong discipline characteristic and widely used in chemical It is the middle school chemistry teaching key points and difficulties which requires the students to have high logical thinking ability. This research appraises student’s chemical equilibrium concept cognition development using the SOLO taxonomy. This article studies two questions which contains misconceptions and cognition development of chemical equilibrium. First, using SOLO taxonomy to proposition; second , Through the testing of 329 students of xiehe midschool in Guangzhou and baoan midschool in Shenzhen and data analysis from the SOLO descriptive level ,I draw the following conclusions:
There are some misconceptions in chemical equilibrium. (1) On chemical equilibrium state. Students do not know what’s the study object of chemical equilibrium who cannot distinguish reversible reaction and complete response. And someone does not “V正=V逆”and the meaning of “V正=V逆”.To a chemical reaction , Partial students can’t use some parameter to express chemical equilibrium condition. (2) On the influence of external factors, like density, temperature, pressure catalyst, Student in temperature to chemical reaction speed influence, existence few misconceptions, but remarkable misconceptions in temperature to chemical equilibrium. Students feel diffcult to solve this kind of topic which contains influence of temperature to chemical reaction speed and chemical equilibrium. Student in density to chemical reaction speed influence, existence few misconceptions, but remarkable misconceptions in density to chemical equilibrium. Students feel diffcult to solve this kind of topic which contains influence of density to chemical reaction speed and chemical equilibrium.Students tend to use LeChatelier Principle to judge the displacement of equilibrium.But students would misuse LeChatelier Principle when two and more than two factors change.Most students Students tend to remember the conclusion that Catalyst affect the rate of a chemical reaction but not affect the displacement of equilibrium.
Besides, we use SOLO taxonomy to make socore standard. (1) On chemical equilibrium state, there are 54.01% senior two students and 37.50% senior three students on M2 level and 29.17% senior three studengt on M3 level. The cognition level’s conversion mode is M2 to M3;(2) influence of temperature to chemical reaction speed and chemical equilibrium, there are 31.39% senior two students on R level and 70% senior three studengt on R level, The cognition level’s conversion mode is P or U to R; influence of temperature to chemical reaction speed and chemical equilibrium, there are 50% senior two students on U level and 50% senior three studengt on M1 and M2 level. The cognition level’s conversion mode is U to M1 or M2; influence of Catalyst to chemical reaction speed and chemical equilibrium, there are 80% senior two students on P level and 55.21% senior three studengt on P level and 43.75% senior three studengt on R level. The cognition level’s conversion mode is U to R. Generally speaking, the senior three student’s cognition level is higher than the senior two students.
On the conclusion, we propose the corresponding teaching suggestions; (1) Teachers should make good use of textbook to help students to lay a good foundation and form correct concept;(2)Teachers should make use of effective teaching strategies to help students to change the misconception of students.(3) Teachers should choose appropriate evaluation tools to determine the students’ cognitive level.(4)According to the students’ cognitive level and development regularity, formulate the corresponding teaching goal.（5）identify the associated point, to achieve the level of cognitive development.
KEYWORD: senior school students chemical equilibrium cognition development, SOLO taxonomy
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基于IRS互动反馈系统构建化学课堂反馈式
教学模式的探索研究
专业名称：课程与教学论 申请者姓名：陈谦明 导师姓名： 钱扬义
摘 要
互动反馈系统(Interactive Response System,简称IRS)是一种以多媒体、计算机网络等现代化信息技术为基础的网络平台,是一种将课堂教学过程的多媒体演示、信息反馈、师生及生生交互等环节进行高效整合的系统平台。
所谓反馈，即是把输出信息的作用结果返送到原输入端，并对信息的再输出发生影响的过程。教学中的反馈是指师、生在教与学的双向活动中的信息交流，是师、生都作为反馈主体，向对方发出信息，彼此相互接受信息，并依次调节自己教和学行为的双向反馈。在教学过程中，及时的反馈能提高教学效率与教学效果，本研究结合IRS技术构建化学课堂反馈式教学模式(Chemistry Classroom Response Teaching Model,简称CCRTM)，包括设计目标、知能检测、创设冲突、知识回顾、例题拓展、深化训练、归纳总结、课后反思8个程序，具有互动性、生成性、高效率以及学习评价的定量化4个特点。
CCRTM应用于中学化学课堂教学，开发基于互动反馈系统的“反馈式教学”模式的应用案例共有5个，论证了该教学模式对化学课堂教学的有力支持。本研究的5个案例的选取具有代表性、典型性与阶段性。从课程的类型来说，案例囊括了高中化学课堂教学的两种课型：新授课(案例1、2、3)以及复习课(案例4、5)；从课程的内容来说，选取了“元素化合物”内容(案例1氢氧化铝)、“化学学科关键词”的重要概念(案例2元素周期表)、“化学应用概念”(案例3化学能与热能) 、“化学核心概念”(案例4原电池)、“化学原理概念”(案例5离子平衡)5个典型概念；从课程学习的阶段来说，研究的案例从必修模块(案例1、2、3)到选修模块(案例4、5)，包括高一、高三阶段课程学习。
以案例3新授课及案例4复习课两种典型的高中化学课时的学生为研究对象，采用问卷法与访谈法。其中案例3的授课内容采取基于IRS反馈式教学模式教学的实验班以及传统教学模式的控制班进行平行班教学，再以态度量表、《化学能与热能》测验问卷进行测量；案例4中运用互动反馈系统的两个班共120名学生进行了态度量表调查。并对听课教师与学生进行访谈，以进一步了解教师与学生对IRS、CCRTM的看法与建议。
调查结果显示基于互动反馈系统的化学课堂反馈式教学模式(CCRTM)与传统教学模式相比，更能激发学生的兴趣，教学效果更好。因此，CCRTM在教学实践中有一定的可操作性和可行性，IRS互动反馈系统作为一种新的信息技术工具，能够起到优化师生反馈结构和反馈过程的作用，进而提高师生课堂反馈的整体质量和效果。
关键词：互动反馈系统 反馈式教学模式 化学课堂教学 教学效果
A study on the Exploration of constructing the Chemistry classroom Response Teaching Model Based on Interactive Response System(IRS)
Major: Chemistry Curriculum and Teaching Theory
Name: Qianming Chen
Supervisor: Yangyi Qian
Interactive Response System (IRS) is a kind of internet platform based on multi-media, computer internet and other modernized information technology. It is also a kind of system platform which conforms multi-media performance, information response, teacher-student and student-student interaction in a highly-effective way.
The so-called response is a kind of process which sends the function result of output information back to original input end and affects the reoutput of information. The response during the teaching refers to the information exchange between teachers and students during the two-way teaching and learning activities and a two-way response during which, both the teacher and the students are taken as the main body of response, send and receive information to and from each other, and accordingly, regulate their own teaching and learning behavior respectively. During the process, the timely response can improve teaching efficiency and teaching result. Based on IRS technology, this research tries to construct Chemistry Classroom Response Teaching Model (CCRTM), including target designing, knowledge and ability testing, create conflicts, knowledge review, examples expanding, training deepening, summarizing, after-class introspection, which possess four quantitative features like interaction, formation, high effectiveness and learning evaluation.
CCRTM is applied to middle school chemistry classroom teaching, whose exploration is based on Response Teaching Model of IRS and there are altogether 5 cases for its application. CCRTM also proves its full support to chemistry teaching. The five cases chosen for this research are quite representative, typical and periodical. As far as the type of the course is concerned, the cases consist of two types of senior middle school chemistry teaching: new lessons (cases 1, 2, 3) and revision lessons (cases 4 and 5). In content, five typical concepts are chosen, such as “element compound” (case 1: oxyhydrogen aluminum), the important concept of “keywords in chemistry” (case 2: periodic table of elements), “chemistry application concepts” (case 3: chemistry energy and thermal energy), “chemistry kernel concept” (case 4: primary battery), “chemistry principle concept” (case 5: ion balance). From the angle of the learning period, cases for study range from compulsory courses (cases 1, 2, 3) to optional courses (cases 4 and 5), including courses for Grade I and Grade III.
This research selects Case 3 and Case 4, two typical kinds of high school students of chemistry learning, as the object for study, adopting questionnaire and interview. The course for Case 3 is based on parallel teaching conducted in the experimental class using Response Teaching Model of IRS, while the controlled class using traditional teaching modal, and then tested by means of testing papers using attitude scale and “chemistry energy and thermal energy”. In case 4, IRS is used to make an investigation into 120 students by means of attitude scale. Through interviewing auditing teachers and students, more opinions and suggestions about IRS and CCRTM are got.
The findings of this research show that the comparison of CCRTM based on IRS and traditional teaching model can further stimulate students’ interest and get a better teaching result. Therefore, in teaching practice, CCRTM is both operative and feasible. As a new information technology tool, IRS can play a role in changing teacher-student response structure and response process, thus further improving teacher-student classroom response quality and effect as a whole.
Key Words: response teaching model；interactive response system；classroom teaching teaching effect
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