摘要
将高中生化学问题解决思维过程口语报告分为相应的10个行为指标进行人工编码和定量分析。被试是56名高中生,材料为6个中等难度的化学问题,通过“出声思考”实验,记录口语报告,并对口语报告进行编码和数据统计分析,结果发现:(1)高中优生的重复、解释、推理、归纳、总结等行为指标上明显优于中等生;(2)在解决不同类型的化学问题时,重复、设问、推理、归纳和反思等指标存在明显差异;(3)学生能力层次与问题类别在重复、推理、归纳和试误等行为指标上存在明显交互作用。
Manually coded and quantificationally analyzed were 10 behavior codes consistent with the verbal record of senior middle school students in the process of chemistry problem-solving. The subjects were 56 students. The materials were 6 middle-difficulty chemistry problems. Through phonation-thinking, verbal record-coding and datum-analyzing, we obtained the results as follows： （1） the good-learning students did better than the poor-learning ones in repetition, explanation, inference, conclusion and summarization; （2） In their solving different chemistry problems, there were obvious differences in repetition, inference, conclusion, reflection; （3） There was obvious interaction between ability levels and problem sorts in repetition, inference, concludsion and attempt to get solution.
出处
《心理科学》
CSSCI
CSCD
北大核心
2006年第4期802-805,781,共5页
Journal of Psychological Science
基金
国家重点学科西南大学基础心理学项目(批准号:西国重04002)
全国教育科学"十五"规划重点课题(批准号:DBB010510)资助
关键词
高中化学
问题解决
思维策略
编码分析
chemistry in senior middle school, problem solving, thinking strategy, analysis of coding data
