开放性物质鉴别实验对学生发散思维和自我效能的影响

Effect of Open-Ended Substances Identification Experiments on Students’ Divergent Thinking and Self-Efficacy

为了解开放性物质鉴别实验对学生发散思维和自我效能的影响，以单组前后测实验设计，组织内地新疆高中班预科学生设计不同的物质鉴别实验方案，亲自完成实验。前、后测数据显示，学生在酸、碱、盐知识成就测验的分数无显著差异，在发散思维测验的分数有显著差异，仅在自我效能调查的过程设计维度分数有显著差异。研究表明开放性物质鉴别实验对学生设计实验方案的发散思维有显著的正面影响，对他们解决这类问题的自我效能有一定的正面影响。

The aim of this study was to investigate the effect of open-ended substances identi- fication experiments on students＇ divergent thinking and self-efficacy. Students were from Xin- jiang preparatory class in inland high school. They designed different experiment schemes and fin- ished experiments by themselves in chemistry class. The experimental design for this study was one-group pretest-posttest design. The results of this study were as followed： （1） significant differences weren＇t found between the pretest and posttest scores in achievement test on ＂acid, base and salt＂; （2） significant differences were found between the pretest and posttest scores in divergent thinking test; （3） significant differences also existed between the pretest and posttest scores in the ＂progression of experiment schemes design＂ subscale of self-efficacy questionnaire. Results indicated that open-ended substances identification experiments had significant effect on students＇ divergent thinking of designing substances identification experiment schemes, and had effect on students＇ self-efficacy of solving problem.