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学习策略在高中化学学习中使用情况的调查 总被引:1,自引:1,他引:0
以认知主义学习理论为指导构建了学习策略的结构模型,并结合高中化学学科特点编制了一套问卷,对高中生化学学习中运用学习策略的情况进行调查。结果显示:(1)化学学习中优等生与困难生在学习策略使用水平上存在显著差异。(2)男生在复述与记忆、注意力集中与保持、目标与计划策略的使用水平上不如女生;(3)高年级学生在寻求他人帮助策略的使用水平上不如低年级同学。 相似文献
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基于4MAT系统开发了组织策略、模式再认策略和系列动作学习策略,为教师帮助不同学习风格的学生提供参考,当把这些学习策略应用于课堂时,可以促进学生对知识的深层理解。 相似文献
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高中生化学探究学习现状的调查分析 总被引:2,自引:1,他引:1
为了解高中生化学探究学习的现状,设计了问卷,调查了江苏省重点中学的高中生。就高中生对探究学习的认识、兴趣、探究学习能力以及化学探究中学习策略水平和运用情况等进行调查分析。提出了开展化学探究学习,要重视学生在探究学习中的主体地位;要提供探究学习的时间、空间、策略;要提高学生探究意识和探究能力等对策。 相似文献
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整体型思维与序列型思维是2种对立的认知风格,在物质的量计算中表现出截然不同的解题思路。教师在讲授相关计算时,通常忽视了序列型认知风格学生的学习需要,从而使这类学生的学习面临困难。在物质的量计算的教学过程中,应针对不同认知风格的学生采取不同的教学策略。 相似文献
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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。 相似文献
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化学新课程将科学探究作为改革的突破口,旨在转变学生的学习方式。但探究学习并不是学习的惟一有效方式,接受学习在积累间接经验、传递系统的科学知识方面,其效率之高是其他方式无法比拟的。从学生全面发展来看,这两种学习方式不可或缺,本文强调两种学习方式之间保持必要的张力,寻求二者的最佳结合点,使教师的价值引导与学生的自主建构相结合,将两种学习方式融合于现代学习方式之中。 相似文献
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B. Wunderlich 《Journal of Thermal Analysis and Calorimetry》1997,49(1):7-16
Calorimetry deals with the energetics of atoms, molecules, and phases and can be used to gather experimental details about one of the two roots of our knowledge about matter. The other root is structural science. Both are understood from the microscopic to the macroscopic scale, but the effort to learn about calorimetry has lagged behind structural science. Although equilibrium thermodynamics is well known, one has learned in the past little about metastable and unstable states. Similarly, Dalton made early progress to describe phases as aggregates of molecules. The existence of macromolecules that consist of as many atoms as are needed to establish a phase have led, however, to confusion between colloids (collections of microphases) and macromolecules which may participate in several micro- or nanophases. This fact that macromolecules can be as large or larger than phases was first established by Staudinger as late as 1920. Both fields, calorimetry and macromolecular science, found many solutions for the understanding of metastable and unstable states. The learning of modern solutions to the problems of materials characterization by calorimetry is the topic of this paper.This work was financially supported by the Div. of Materials Res., NSF, Polymers Program, Grant # DMR 90-00520 and Oak Ridge National Laboratory, managed by Lockheed Martin Energy Research Corp. for the U. S. Department of Energy, under contract number DE-AC05-96OR22464. Support for instrumentation came from TA Instruments, Inc. Research support was also given by ICI Paints, and Toray Industries, Inc. 相似文献
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利用自编的《化学自我调节学习策略量表》对北京市684名高中生的调查研究显示:自我调节学习策略与学业成绩优、差显著性相关,与成绩中等几乎不相关。动机策略维度上:优等生内在动机较强;学困生缺乏基本学习兴趣;中等生动机不明确。认知策略维度上:优等生主动性较强,思维方法多元,知识结构性较强;学困生没有良好学习习惯,方法单一,知识点零散;中等生对知识加工深度不够。管理策略维度上:优等生对时间、“纠错本”、实验操控等管理能力较强;学困生各方面管理能力都欠缺;中等生管理能力有待提高,并对此提出了相应的教学对策。 相似文献
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Dr. Johannes T. Margraf 《Angewandte Chemie (International ed. in English)》2023,62(26):e202219170
Machine learning (ML) algorithms are currently emerging as powerful tools in all areas of science. Conventionally, ML is understood as a fundamentally data-driven endeavour. Unfortunately, large well-curated databases are sparse in chemistry. In this contribution, I therefore review science-driven ML approaches which do not rely on “big data”, focusing on the atomistic modelling of materials and molecules. In this context, the term science-driven refers to approaches that begin with a scientific question and then ask what training data and model design choices are appropriate. As key features of science-driven ML, the automated and purpose-driven collection of data and the use of chemical and physical priors to achieve high data-efficiency are discussed. Furthermore, the importance of appropriate model evaluation and error estimation is emphasized. 相似文献
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Richard D. Foust Jr. 《The Chemical Educator》2001,6(5):306-306
The ACS Division of Chemical Education sponsored a symposium on web-assisted learning in chemistry at its 221st national meeting in San Diego, CA April 1–5. The symposium included 25 papers delivered in three sessions over two days. 相似文献
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