對高中學(xué)生晶體結(jié)構(gòu)的認知結(jié)構(gòu)的研究——基于跨案例的設(shè)計.pdf

1、南京師范大學(xué)碩士學(xué)位論文對高中學(xué)生晶體結(jié)構(gòu)的認知結(jié)構(gòu)的研究——基于跨案例的設(shè)計姓名：馬奎申請學(xué)位級別：碩士專業(yè)：課程與教學(xué)論（化學(xué)）指導(dǎo)教師：馬宏佳2009IIAbstractInthelearnersbrains，thecognitivestructureistherepresentationoftheknowledgestructure；isthefoundationofwhichindividualreceivesthenewin

2、fmationsolvesthenewquestion；hasimptanteffecttolearnerslearningactivity.Thecrystalstructuretheyistheimptantcontentindleschoolchemistryknowledge，whichistherelationbridgebetweenthemicroscopicstructurethemacroscopicmaterial，

3、whichhasimptantstatustoconstructtheknowledgefoundationraisethecognitionlevel.Inthedomesticfeignrelatedresearch，theresearchwhichhasrealdiagnosisstrongconvinceconclusionhasstilllesstosee.Inthisresearch，theauthmainlyresearc

4、hestwoquestions：(1)whetherdifferentteachershavethedifferentinfluencetostudentscognitivestructureofcrystalstructure，whereistheinfluence？(2)whetherthestudentofdifferentmetacognitivelevelconstructcognitivestructureofcrystal

5、structurehavedifferences，whereisthedifference？Theauthtakestwoteachersthetwoteachersstudentsastheobjectofstudy.Accdingtothedifferentmetacognitivelevel，theauthed8casesintwoclassesofdifferentteachers.Regardingthese8cases，th

6、eauthdesignedcarriedouttheinterview，theconceptcardstingtestThinkAloundmethodintheprocessofcrystalstructureproblemsolving.Theauthcarriedouttheinvestigation，theanalysis，theinductionthecomparisonto8casesaboutcognitivestruct

7、ureofcrystalstructure.Theresearchdiscoveredthattheteachersteachingmetacognitivelevelhavetheobviousinfluencetostudentscognitivestructure.Theinfluenceofteachersteachingmainlymanifestsinteachingmaterialsprocessingmode.Whent

8、hecontentwhichtheteacherteacheshassurpassedteachingmaterialsrelatedrequest，theteacherteachesmethoughcomplete，theconstructionofthestudentscognitivestructurewillbemeprecisestable.Themetacognitivelevelaffectstheknowledgecon

9、tenttheganizationwayofcognitivestructureofdifferentindividual.Simultaneously，theresearchalsodiscoveredthatSpatialImaginationAbilityofthelowmetacognitivelearnerisinferitothehighmetacognitiveobviously，thisdifferencecausedb

10、ymetacognitiveinfluencehassurpassedthesexinfluence.Theresearchsuggestedthattheteachersteachingneedstoconfmtothestudentiginalcognitivestructurecondition，carriesoutthetargetientedteaching；onlyraisethemetacognitivelevel，the