基于真实情境的高中化学作业设计——化学中常用的实验方法

依据课程标准,围绕核心素养,通过实例阐述了“双新”背景下基于真实情境的高中化学作业的设计。从生活-生产、学术研究、化学实验、化学史实、教材和跨学科等6个方面挖掘真实情境,精心组织问题,进行作业设计,突出作业对落实核心素养的功能价值。     

具有智能评阅功能的在线有机化学习题平台:ACE: Organic简介及其在教学中的应用*

ACE: Organic(Achieving Chemistry Excellence: Organic Chemistry)是具有智能反馈功能的在线有机化学习题平台。学生利用系统中的画图软件在线完成每个练习题后,平台会判断学生的回答是否正确,即时给出评价与提示,引导学生找到解决问题的思路。对于复杂的机理与合成题,ACE可以接受多种合理的回答。教师可以通过查看平台的统计数据,随时了解学生对知识点的掌握情况。ACE设有论坛,便于教师和学生互动。教学实践证明,ACE的开放有效地提高了学生对有机化学的学习兴趣,培养了学生严谨的科学态度。     

高中化学情境化作业设计研究——以“烃的衍生物”单元作业为例

针对目前作业设计中存在的问题,进行了情境化作业设计的研究。界定了情境化作业的意涵,简述了高中化学情境化作业的使用现状。明确高中化学情境化作业的设计依据,阐述4条设计原则,提出6步设计流程。以“烃的衍生物”内容为载体设计作业案例,体现“教、学、评”一体化。     

聚焦核心素养的新型作业——“烃的衍生物”课外作业的设计和研究

从研究对象、问题情境、学科认识、学科能力等4方面聚焦核心素养,确立化学作业设计的目标,编制具有基础性、情境性、开放性、分层性、实践性的化学课外作业。现以“烃的衍生物”的课外作业设计为例,按“感知生活、类比结构、迁移应用、实验探究、情境实践”等5个水平维度进行设计,突出作业的素养培养功能。     

波兰尼认知理论与大学基础实验教学新模式研究

从默会知识在人类知识的重要地位阐明基础实验教学在获得默会知识中的重要性和不可替代性,总结和反思基础实验物理新概念教程在使同学获得宝贵的默会知识中的新尝试和经验.     

高中化学实验性作业的实施与评价

以“趣味原电池的设计”为例,选取上海某中学高一年级学生为研究对象,介绍了基于视频拍摄的实验性作业的设计和实施,并利用PTA（Primary Trait Analysis）量表进行表现性评价,以此巩固学生的化学理论知识,提升其化学综合实验能力。     

The Bethe Homework Problem for Hot Neutron Matter in the Static Fluctuation Approximation

Nonrelativistic neutron matter is investigated in the static fluctuation approximation (SFA) within the framework of the Bethe homework problem. The idea is to introduce this new technique in the present context and compare it with other, better-known techniques. As a bonus, since the temperature enters SFA without any complexities, conceptual or otherwise, the thermodynamic properties of the system are calculated as functions of temperature.     

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours,motivation, and metacognition

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students’ self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students’ homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students’ mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).     

国内中学化学作业研究综述

从作业功能、作业类型、作业设计、作业评价等4个方面介绍了近年来国内中学化学作业的研究情况,希望有助于促进中学化学作业的设计与布置,促进化学教学的有效性。     

关于高等数学作业的思考与实践

简要分析了作业与教学的关系;指出了传统的高等数学作业存在的一些问题;结合具体实践,提出了高等数学作业改革的一些办法.