[1]王立新,钱扬义,苏华虹,等.手持技术数字化实验与化学教学的深度融合:从“研究案例”到“认知模型”——TQVC概念认知模型的构建[J].远程教育杂志,2018,(04):104-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.04.013]
 Wang Lixin,Qian Yangyi,Su Huahong,et al.The Deep Integration of Handheld Technology and Chemistry Teaching: From "Research Case" to "Cognitive Model":The Proposal of TQVC Conceptual Cognitive Model[J].Distance Education Journal,2018,(04):104-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.04.013]
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手持技术数字化实验与化学教学的深度融合:从“研究案例”到“认知模型”——TQVC概念认知模型的构建()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年04期
页码:
104-112
栏目:
学术视点
出版日期:
2018-07-12

文章信息/Info

Title:
The Deep Integration of Handheld Technology and Chemistry Teaching: From "Research Case" to "Cognitive Model":The Proposal of TQVC Conceptual Cognitive Model
作者:
王立新; 钱扬义; 苏华虹; 陈博殷; 梁宏宇
1.华南师范大学 心理学院,广东广州 510631;2.华南师范大学 化学与环境学院,广东广州 510006; 3.佛山市第一中学,广东佛山 528000;4.广州市第七中学,广东广州 510080
Author(s):
Wang Lixin; Qian Yangyi; Su Huahong; Chen Boyin; Liang Hongyu
1.School of Psychology, South China Normal University, Guangzhou Guangdong 510631;2.School of Chemistry and Environment, South China Normal University, Guangzhou Guangdong 510006; 3. The No. 1 Middle School of Foshan, Foshan Guangdong 528000;4. Guangzhou
关键词:
手持技术化学教学认知-建构主义概念认知模型分子间作用力
Keywords:
Handheld Technology Chemistry Teaching Cognitive-Constructivism Conceptual Cognitive Model Intermolecular Force
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.04.013
文献标志码:
A
摘要:
手持技术是教育信息化进程中产生的先进教育认知工具,集数据采集与分析于一体,具有定量化与可视化特点,可帮助学生克服抽象化学知识学习中的认知难点。手持技术与化学教学的融合始于宏观层面的“研究案例”开发,并逐渐深入至微观层面的“认知模型”建构。为丰富手持技术在认知心理层面的研究内容,根据认知-建构主义学习理论,首次提出基于手持技术的TQVC概念认知模型,即转化(Transformation)—量化感知(Quantitative perception)—视觉感知(Visual perception)—比较(Compare)概念认知模型,并以高中微观化学概念“分子间作用力”为例,阐明该模型如何应用于教学实践,通过对学生和教师的调查研究进一步验证模型的实际应用效果。研究发现,TQVC概念认知模型将有助于教育工作者从心理学角度认识学生在手持技术环境下进行概念学习的认知规律,进而在化学教育实践中科学有效地开展基于手持技术的信息化概念教学。
Abstract:
Handheld technology is an advanced cognitive tool in education produced in the process of educational informationization, which integrates data collection and analysis, and has the characteristics of quantification and visualization. It can be utilized to help students overcome "cognitive difficulties" in abstract chemistry knowledge learning. The integration of handheld technology and chemistry teaching began with the development of "research cases" at the macro level and gradually deepened to the construction of "cognitive models" at the micro level. In order to enrich the research content of handheld technology at the cognitive level, based on cognitive-constructivism learning theory, TQVC (Transformation-Quantitative perception-Visual perception-Comparative) conceptual cognitive model supported by handheld technology was first proposed. Micro-concept" intermolecular force" in high school chemistry is taken as an example to illustrate how the model was applied to teaching practice. Finally, investigations for students and teachers were conducted to verify the practical effect of the model. TQVC conceptual cognitive model aims to help educators to understand the rules of students’ conceptual cognition in handheld technology environment from the perspective of psychology, and then carry out informationized concepts teaching based on handheld technology scientifically and effectively in the practice of chemistry education.

备注/Memo

备注/Memo:
基金项目:本文系广东省质量工程项目“化学教学论数字化化学实验精品资源共享课”(项目编号:C1085052)的研究成果。
更新日期/Last Update: 1900-01-01