整合FLOWMAP与SOLO分类理论的化学学习评价——以“化学平衡”为例

Evaluation of “Chemical Equilibrium” Learning Based on FLOWMAP and SOLO Taxonomy Theory

基于FLOWMAP和SOLO分类理论对高中生"化学平衡"认知结构进行测查并评价其学习水平,研究表明:学优生的认知结构中对"化学平衡"概念内涵的认知较为清晰和丰富;学生认知结构变量(广度、丰富度)与其纸笔测试成绩呈现显著的正相关;学生对化学平衡知识体系中6个主要概念的学习水平的差异较大,尤其对"压强因素"的认知较差;学生容易忽视化学平衡常数,并且对各影响因素进行科学推理时论证的严谨性较为缺乏,认知不全面且抽象性水平不高。

Based on FLOWMAP and SOLO taxonomy theory, this paper probed high school students＇ cognitive structures and evaluated their learning levels about chemical equilibrium. The results showed that： the cognition of the concept of ＂chemical equilibrium＂ was more clear and rich in the cognitive structure of excellent academic students; the cognitive structure variables （breadth and richness） of students were significantly positively correlated with their scores; the students~ learning level of the 6 key concepts in the knowledge system chemical equilibrium was different, especially the students had poor cognition of ＂pressure factor＂, the students easily ignored chemical equilibrium constant and lacked of preciseness to carry on the scientific reasoning, the students＇ cognition structures were not comprehensive and the abstract thinking level was not high.