初中生化学宏微结合素养水平的潜在类别及影响因素

Latent Class and Influencing Factors of Chemical Macro-Micro Combination Literacy Levels of Junior High School Students

宏微结合素养作为化学学科核心素养的重要组成部分,对初中生学业质量有着重要影响。基于Rasch模型开发初中生化学宏微结合素养水平测评工具,并对武汉市9年级学生进行潜在类别及影响因素分析。结果显示,9年级学生的化学宏微结合素养被划分为高水平和低水平两个潜在类别,且受到了性别、喜爱化学老师的程度、家长督促完成作业的程度、使用小组合作模式的程度、信息技术赋能化学学习的程度、开展化学实验的程度等因素的显著影响。为了有效提升学生的宏微结合素养水平,中学化学教师可以尝试从以下几方面着手:优化教学设计,激活学习动机;借助模型认知,突破教学难点;融合信息技术,直达赋能高地;开展小组合作,驱动协同学习;凝聚家校合力,挖掘育人功能;深化实验教学,助推素养提升。

As an important part of the core literacy of disciplines,macro-micro combination literacy has an important impact on the academic quality of junior high school students.Based on the Rasch model,an evaluation tool was developed for junior high school students’chemical macro-micro combination literacy level,and the evaluation tool was used to analyze the latent class and influencing factors of ninth grade students in Wuhan.The results showed that the chemical macro-micro combination literacy of the ninth grade students was divided into two latent classes,high level and low level,and was affected by gender,the degree of liking the Chemistry teacher,the degree of parental supervision to complete the homework,the degree of using the group cooperation mode,the degree to which information technology enables chemical learning and the degree to which chemical experiments are carried out have a significant impact.In order to effectively improve the level of students’macro-micro combination literacy,middle school Chemistry teachers can try to start from the following aspects:optimizing teaching design,activating learning motivation;using model cognition to break through teaching difficulties;integrating information technology to reach empowerment highlands;carrying out group cooperation,driving collaborative learning;condensing home-school synergy,tapping the function of educating people;deepening experimental teaching and promoting the improvement of literacy.