初中生化学方程式前概念及其影响因素探查研究

Study on the Preconception of Junior High School Students'Chemical Equation and Its Influencing Factors

根据自编的“初中生化学方程式前概念及其影响因素”探查问卷,了解初中生可能在化学方程式的概念内涵(概念、意义、“+”和“=”的含义等)和外延(化学符号的重要性、化学方程式的唯一性、化学方程式与数学方程式的关系)方面存在的前概念认识,探查学生背景信息以及学习环境、学习方式、已有化学知识水平等外在因素的影响。对石家庄市某中学即将学习化学方程式的学生的176份有效问卷和8位学生的访谈分析结果表明,初中生化学方程式的前概念虽然在班级类型、数学成绩、课外书阅读类型、已有化学知识水平方面存在差异,很多已有认识与科学概念一致,但学生的认识并不全面,甚至有部分偏差认识。分析初中生化学方程式的前概念内容,建议化学方程式的教学重点是帮助学生从宏观与微观、定性与定量相结合角度认识化学方程式,理解不同化学符号的功能和价值。

In this study,we developed a questionnaire named“the concept and influencing factors of chemical equation in junior high school students”,in order to get students’preconception in the chemical equation(CE)connotation(the concept of CE,the meaning of CE,and the meaning of“+”and“=”in CE)and denotation(chemical symbol’s significance,the uniqueness of CE,the relationship between the CEs and mathematical equations),and the external factors,such as,students’background information,the learning environment,learning style,and the existing chemistry knowledge.A total of 176 students who would learn the chemical equations,were surveyed in one junior high school in Shijiazhuang,and 8 students of them were interviewed.The results showed that while the junior high school students’CE preconceptions were different with the change of class type,math scores,extra-curricular reading type,and existing chemical knowledge level,and many existing concepts were coincident with chemists’understanding,but the students’understanding was not comprehensive,and even some were deviation.Therefore,the suggested emphasis of CE instruction was to help students learn CE through integrating macro and micro perspective,qualitative and quantitative perspective,and provided an aid to capture the function and value of diverse chemistry symbols.