促进化学专业学生电化学概念学习的教学实验

Teaching Experiment to Facilitate Chemistry Major Students’ Conceptual Learning of Electrochemistry

本研究涉及2个教学实验，以陕西师范大学化学专业××级114名学生（实验组56名；对照组58名）作为授试，得出了该类教学实验能够促进学生电化学概念学习的结论。研究设计了两个用于产生相应情境的教学实验，使得受试在其中对可能导致认知矛盾的测试问题进行反复思考；实验组参加了这2个教学实验。结果表明，电化学学习不仅包括计算问题，更包括对概念理解的问题；经第一个教学实验，实验组学生有93％测试正确而对照组仅有39％正确；第二个教学实验后，实验组39％测试正确而对照组没有人正确。实验组和对照组的表现存在着显著差异（P〈0．001），这显示了2个教学实验的确有利于学生的电化学概念学习。

This study is to design a teaching strategy based on two ＂teaching experiments＂ that could facilitate chemistry-major students~ conceptual understanding of electrochemistry. The study is based on two sections （experimental, n=56; control, n=58） of 114 grade-X chemistry- major students from Shanxi Normal University, who were admitted in the year XX. Experimen- tal group participated in two teaching experiments designed to generate situations in which students are forced to grapple with alternative responses leading to cognitive contradictions. Re- sults obtained show that learning electrochemistry involves both algorithmic and conceptual prob- lems. On posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the control group. The difference in performance on both posttests is statis- tically significant （P〈0.001）. It is concluded that the ＂teaching experiments＂ facilitated students＇conceptual learning of electrochemistry.