高一學(xué)生化學(xué)學(xué)習(xí)策略影響因素的研究.pdf

1、中圖分類號(hào)UDC：Y1410421G243訝I縮爭(zhēng)■q罵(1砷密級(jí)：學(xué)校代碼：碩士學(xué)位論文(同等學(xué)力)公開10094高一學(xué)生化學(xué)學(xué)習(xí)策略影響因素的研究TheResearchofInfluentialFactorsofChemistryStudyStrategiesforSenior1HighSchool作者姓名：指導(dǎo)教師：學(xué)科專業(yè)名稱：研究方向：論文開題日期：李翠杰劉毅瑋教授教育學(xué)原理教師教育2007年9月6日h多大乒D’|■Abstr

2、actThe21stcenturyisatimesoflearning，andlearninginone’Slifetimehasbecomeanimportanteducationaltrendofthoughtintoday’Sworld，italsoisakindofideathatmustbepossessedforindividualdevelopmentInthiscondition，arequirementalsoispu

3、tforwardfortheeducation：itshouldcultivatestudentstolearnthewayoflearningmakethemtheindependentandefficientlearners，andshouldenhancetheeducationalqualitywiththewayofreducingstudents’burdenandincreasinglearningefficiencyin

4、teachingpracticeTherefore，guidedbythenewideaofcoursesreform，someofteachingstaffbegantoexplorethestudystrategyTheconceptofstudystrategyhaseverbeenbroughtforwardin1956byJBrunerandtherelatedresearchinChinabeganin1980sHoweve

5、rthesubjectstudystrategyespeciallythechemistrystudystrategyisquitelatetobedevelopedThispaperputsforwardthethesisofthisresearchinthefirstsectionItidentifiestheconceptofchemistrystudystrategyinthesecondsection，analyzesitss

6、tructure，andalsoexpatiatesontheconceptandstructureoffactorsthatimpactonthestudyofchemistryInthethirdsection，itsummarizestheexistingresearchandproblemsinthestudystrategyandchemistrystudystrategyandInthefourthsection，regar

7、dingthe1stgradestudentsofhighschoolastheinvestigatedobjects，itmakesquestionnairesonthechemistrystudystrategyandselfefficacyon306studentsfromthekeymiddleschool，middleschoolandtechnicalschool，andprocessesthedatawiththemeth

8、odofeducationalstatisticsInthefifthsection，conclusionsaredrawnbystudied：(1)theapplicationlevelofchemistrystudystrategyisdifferentinstudentsfromdifferenttypesofschoolsIngeneral，thereisnotgenderdifferencebetweenmaleandfema

9、lestudents，butfemalestudents’applicationlevelisalittlehigherthanmale’s；thekeymiddleschoolismuchhigherthanthemiddleschool，andthemiddleschoolhigherthanthetechnicalschool；thestudents’metacognitiveabilityisonthelowsidegenera

10、lly；thereisobviousdifferenceofthestudystrategyinstudentswhogotdifferentscoresofschoolwork，studentwhoisexcellentatschoolworkisbetterinthestudystrategythanwhoisgood，andwhoisgoodisbetterthanwhoisworse(2)Thereisobviousdiffer

11、enceofselfefficacyindifferentstudents：theselfefficacyinschoolworkexistsobviousdifferenceindifferentmaleandfemalestudents，andtheaveragescoreofmalestudentsisremarkablyhigherthanthatoffemale；thegenerallevelofselfefficacyind