初中化学实验教学中探究程度与高阶思维的课堂研究

Study on Classroom Practice of Chemistry Experiment Inquiry Teaching in Terms of Inquiry Level and High-Order Thinking

采用课堂观察的方法,从探究程度和高阶思维2个维度,对北京市顺义区27个初中化学实验教学案例的实施状况进行研究。结果显示,探究程度仍处于较低水平,学生提出问题的参与度尤其低;教师较多关注表面的完整的探究环节;高阶思维有不同程度体现,变量控制、证据推理和抽象概括思维得到有效发展,假设创造、模型认知和批判质疑思维仅在少数课例中体现。

Employing classroom observation,this research investigated 27 junior high school chemical experiments teaching cases in Shunyi district,Beijing,in terms of inquiry level and students'high-order thinking activities.The results showed that the general inquiry level was still at primary stage and the participation of problem posing by students was especially low;teachers paid more attention to full process of scientific inquiry;students'high-order thinking was reflected in varying degrees,including that the thinking of variable control,evidence reasoning and abstract generalization was developed obviously,whereas the thinking of hypothesis creating,model cognition and criticism and questioning was lacked.