| 类型：原创 | 来源：520化学网 | 作者/推荐人：化学教学与资源研究所 | 点击量：868975 | 时间：2012年6月5日 0:10:00 |
高中生化学文字表达能力的调查 及其语料库的开发研究 专业：课程与教学论 申请者：李玉莹 导师：钱扬义 摘 要： 学生的化学文字表达能力是指学生在答题过程中需要运用文字描述化学问题的能力。无论是在日常的化学学习中还是在高考的答题中，学生的化学文字表达能力都是学生必须掌握的技能。化学文字表达语料库是指在高中阶段正确使用化学专有名词、化学术语等对化学实践活动中的实验原理、目的、操作、现象、结论及其解释进行描述的语言资料库。本语料库以word文档为基本呈现方式，并能利用windows自带的搜索功能对其进行自动搜索，可应用于教师的课前备课、课堂教学、试卷编制及学生的自主学习与自测自评。 本文主要包含六大部分，涉及六个研究的内容。 第一部分对课题的研究背景、研究目的、研究意义、研究思路及方法进行阐述，并对相关概念进行界定。语言表达是人与人之间沟通与交流最基本的方式，也是反映人类思维最直接的手段。而在化学高考中，文字表达能力也是重要的考查内容之一，但从高考的情况反映出学生的化学文字表达能力普遍较弱。因此，本研究致力于调查目前中学生的化学文字表达能力的现状及影响因素，并进一步探究提高学生化学文字表达能力的方法。 第二部分包括国内外的研究综述。综述结果显示：（1）在2011年全国各地的化学高考卷中，文字表达题平均占全卷分值的14.3%，占非选择题分值的23.9%，可见文字表达题在高考中具有非常重要的地位；（2）学生在高考中出现的问题几乎都可以在文字表达题的失分中体现；（3）中学文字表达的研究重文科轻理科；（4）中学化学文字表达的研究较少，发展缓慢；（5）中学生化学文字表达能力的培养方式单一。 第三部分为高考化学文字表达题类型的分析研究。通过对历年高考化学卷中的文字表达题进行整理分析，得出化学文字表达题的文字描述形式分为陈述性文字表达题和程序性文字表达题，而根据考查内容可再细分为九种类型，其中陈述性文字表达题包括实验目的型、实验原理型、实验现象描述型、实验结论描述型；程序性文字表达题可细分为实验操作过程型、实验操作意图型、实验结论分析型、实验问题分析型和实验设计型。 第四部分为中学生化学文字表达能力现状的调查研究。通过对高三学生化学文字表达能力的跟踪测试，发现学化学文字表达能力的整体水平还是偏低。在陈述性文字表达中，学生容易出现表达不全面、表达以偏概全、科学性错误等问题；在程序性文字表达中，容易出现表达缺乏逻辑性、表达不精确和科学性错误等问题。另一方面，通过对教学经验丰富的中学一线化学教师的问卷调查研究得出，中学化学教师普遍认为学生在化学文字表达中的常见错误为语言不够精确和描述不够全面两大问题。 通过对高三理科生的纸笔测试、日常学习中的口头表达的观察和对中学优秀教师进行访谈等研究，笔者发现中学生化学文字表达能力的影响因素主要包括学生的知识结构与思维能力。知识结构较完整，思维能力较强的学生，化学文字表达能力水平较强；反之则学生化学文字表达能力水平也相对较弱。 第五部分是“化学文字表达语料库”的设计与建立。通过对中学教师的问卷调查，发现大部分教师已意识到中学生化学文字表达能力培养的重要性，但是教师在培养过程中存在方法单一，且缺乏“规范的文字表达模式”和作为反面教材的“学生文字表达错误情况”的教学工具。通过语料库功能需求的调查研究，笔者以便于搜索、便于提取信息和修改为原则，以word文档为基本呈现形式，以历年广东化学高考卷和测试调查中学生真实的答题情况为基本资料，设计并建立了“高考化学文字表达题语料库”（含子语料89个）和小型的“学生文字表达错题语料库”（含子语料46个）。语料库能应用于教师的课前备课、课堂教学和复习和试题的编制，也能应用于学生自学自测自评，为提高教师的课堂效率和课堂内容有效性，以及学生的自主学习提供了优秀且有用的参考资料。 第六部分为研究结论。笔者通过一系列的调查研究得出：（1）高考化学文字表达题根据其表达形式可分为两大类型根据考查内容可再细分为九种类型；（2）中学生化学文字表达能力总体水平偏低；（3）中学生化学文字表达能力有多种影响因素，但教师的培养方法却较为单一；（4）成功建立“化学文字表达语料库”，为教师和学生提供优秀的教学及学习资源。 本研究借鉴外语语料库，首次提出并初步建立了两个小型的化学文字表达语料库，为化学文字表达的科学性与规范性教学提供了参考。化学文字表达语料库是按照教材新课标的要求，以高考标准答案以及实际调查中学生真实的答题情况作为基本资料而建设，其内容具有一定的科学性与权威性。化学语料库已上传至520化学网（http://www.520hx.com.cn/），供广大师生共享。 关键词：高考；化学文字表达；化学语料库；陈述性文字表达；程序性文字表达 A Research Study on Written Expression Ability of Chemistry of High School Students and Development of “Written Expression Corpus of Chemistry”
Major: Curriculum and Teaching Theory Name:Li Yuying Supervisor: Qian Yangyi
ABSTRACT Students’ written expression ability of chemistry refers to the ability of using Chinese to discribe the chemistry problem in the test. It is the important skills for students whether of their daily study of the chemical or in their college entrance examination. The written expression corpus of chemistry refers to the corpus about using the chemical proper nouns, chemical terminology correctly to discript the experimental principle in chemical practice, purpose, operation, phenomena, conclusions and their interpretation in high school stage. This corpus are basicly presented by word document, and can be automatic search using windows search function.It also can be used in teachers’ lesson preparation, classroom teaching and the preparation of the test, it can also be used in students’ self-learning self-test self-assessment. It can improve the efficiency and content validity of the chemistry classe, and help students' independent study. The main content of the article includes 6 aspects and 6 researches as below. The first part introduces the research background, research purposes, research significance, research idea and method, and also defined the relevant concepts. Language is the most basic way of communication between people, and also is the most directly way to reflect human thinking. In chemistry college entrance examination, written expression ability is one of the important examination content, but from the situation reflected the students' written expression ability of chemistry is generally weak. Therefore, this study aims to investigate the present situation and the influencing factors of students' written expression ability of chemistry, and further explore the way to improve it. The second part includes the research at home and abroad. the results show that: (1) In the chemistry college entrance examination all over the country of 2011, the written expression topic of the entire volume to average 14.3% of the score, accounting for 23.9% of the score of multiple choice, so visibly that the written expression topic has an important position in chemistry college entrance examination; (2) All the problems of the students in the college entrance examination can be almost reflected in the lost point of the written expression topic;(3) The study of written expression ability of middle school is much more about liberal arts than science;(4) Chemistry written expression ability is study less and developed slowly;(5) The way to improve students’ chemistry written expression ability is single. The third part is the analysis of the types of written expression topic in the chemistry college entrance examination.By analysing the written expression topics in calendar year chemistry college entrance examination in Guangdong, we find that it has the declarative written expression topic and procedural written expression topic. And accroding to the content of the written expression topic, they can be further subdivided into nine types. They are experiment aim type, experiment principle type, experimental phenomenon description model, the experimental results describe type in declarative written expression topic and experimental operation process type, type, experimental operation intention conclusion analysis type, type and experiment analysis experiment design type in procedural written expression topic. The fourth part is the investigation of the situation of students’ chemistry written expression ability, which is mainly to the senior science students. Through the tracking tests study, we find that the overall level of chemistry written expression ability is low even though the students have a complete knowledge structure. In declarative written expression topic , students has expression is not comprehensive, expression of overgeneralization and scientific problems. in procedural written expression topic, students has express lack of logic, the expression is not accurate and scientific problems. On the other hand, in the questionnaire survey of high school chemistry teachers, they generally believe that the common errors of students in the chemistry written expression is not precise enough and the description is not comprehensive enough. Through the tests and observation of oral expression ability of senior science students, and the interview research of high school teachers, we find that the influence factors of students’ chemistry written expression ability including the students' knowledge structure and thinking ability. The student who has complete knowledge structure and strong thinking ability, is also has higher level in chemistry written expression ability. And vice versa. The fifth part is the design and establishment of “chemistry words corpus”. Through a questionnaire survey of high school teachers, we find that most of teachers has realized the importance of the cultivation of chemistry written expression ability. But it still has problem in the lack of ways and the "standard written expression mode" and "students literal error conditions" as a teaching tool. Through the function requirement investigation, we design and establish the "the university entrance exam chemical text expression topic corpus" (including the son corpus 91) and small "students writing the wrong topic corpus" (including the son corpora 46) in word document in order to search and extract and modify easily. Corpus can be used in teachers’ lesson preparation, classroom teaching and the preparation of the test, it can also be used in students’ self-learning self-test self-assessment. It can improve the efficiency and content validity of the chemistry classe, and help students' independent study. The sixth part is research conclusion. A series of survey shows that: (1) there are two types of written expression topic in the chemistry college entrance examination, and according to the test content can be further subdivided into nine types; (2) the overall level of chemistry written expression ability is low; (3) there are many influence factors of students’ chemistry written expression ability, but teacher's cultivation method but is relatively single; (4) the establishment of “chemistry words corpus” is successfully and it can help to improve the teaching and studying of the chemistry written expression ability. This study is the first and the initial establishment of two small written expression corpus of chemistry, that provide a scientific and normative expression to chemistry teaching. The establishment of the written expression corpus of chemistry is based on the requirements of new textbook curriculum, the standard answer of college entrance examination, and the real answer of the students in the test, so that its content is certain scientific and authority. The corpus has been uploaded to http://www.520hx.com.cn/ .
KEY WORDS : college entrance examination; chemistry written expression; written expression corpus of chemistry; declarative written expression; procedural written expression
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