Psychological Mechanism and Influencing Factors on Inquiry Learning of Junior Students
|School||Shandong Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||Chemistry Inquiry learning Psychological mechanisms Influencing factors|
Middle School Chemical psychological inquiry learning mechanism and its influencing factors to enable students to take the initiative to explore and deepen understanding of science through inquiry learning, inquisitiveness capacity is an important direction for science education reform today. Our inquiry learning systems, in-depth study is relatively small, less inquiry learning learning rule. In view of this, we have chosen the exploration and practice of the the School Chemical psychological inquiry learning mechanism and its influencing factors, in order to promote the further conduct of the inquiry learning. The paper consists of eight sections. The first part, from the development of the society, the development of science and philosophy, and the depth of understanding of the process of human understanding three aspects demonstrate the need to carry out exploratory learning and inquiry learning at home and abroad were reviewed on the basis of proposed The purpose of this study and tasks. The second part of the concept of the three aspects of the theoretical basis of the inquiry learning - constructivism - explained from the view of knowledge, learning concept, teachers and students role. Specifically, focus on the dynamic development of the knowledge and situational view of knowledge, constructivism; Constructivism emphasizes the the learning dynamic construction and social dynamics of the learning concept; teachers and students on the role concept, constructivism importance to students the role of dominant position and has the knowledge and experience. The third part is the elaboration of the meaning and characteristics of the inquiry learning. The previous inquiry learning, we defined intrinsic mental activity from the student's point of view on inquiry learning, exploratory learning is essentially a problem-solving as the main form of the process of constructing, it has the following three characteristics: student-centered the inquiry learning core philosophy; improving the scientific literacy of students is the purpose of the inquiry learning; unity of the scientific process and scientific content is key to inquiry learning. The fourth part, based on our understanding of the inquiry learning, build a psychological mechanism of inquiry learning model. The entire model was a tetrahedral structure, in the model, the main elements are divided into two categories. Class represents the cognitive part of the inquiry learning, it is represented by rectangles and circles, rectangles represent the cognitive process of high school students intrinsic mental activity, which in turn includes three stages of the conflict, construction and integration, they constitute a model surrounded by The cross section of part of the body; circle indicates the cognitive structure in the minds of students in each of these mental activities stage, they are interconnected to constitute a part of the underside of the tetrahedron model. In other words, the cognitive part of the inquiry learning, our model is at the same time from the two levels described. Another type of elements on behalf of the inquiry learning metacognitive part, by the triangle located at the vertices of the tetrahedral, while pointing to the conflict in the cognitive activities, construction and integration three stages, which means that in inquiry learning metacognitive in command of the status of every stage of cognitive activity participation of meta-cognitive component. That inquiry learning is a the mountain cognitive activities and metacognitive activities and participatory processes. The fifth part of the departure from the model, combined with the characteristics of high school students, students' epistemological concept, has the knowledge, experience and self-monitoring level three internal factors that affect the inquiry learning, and theoretically discussed each factor. Part VI on the basis of theoretical studies, carried out the experimental study of chemical inquiry learning psychological mechanism and its influencing factors. The study, students in a real inquiry learning contexts observation, interviews square cured. Through the analysis of experimental data, we found that: 1. Three stages of the conflict, construction and integration in inquiry learning process does exist, and indeed the regulation and control of the self-monitoring in these stages, different levels of students in the performance and effectiveness of the various stages of a greater degree of difference . 2. The students' epistemological concept is the impact the inquiry learning one of the factors. The attitude construct epistemological treat explore task is active, mechanical epistemologists relatively passive and negative. 3. Existing knowledge and experience of the students is the impact the inquiry learning one of the factors. Has experienced knowledge of the students raised assumption is theory-based interpretation of the data is microscopic: own assumptions of knowledge and experience poor students are blind or general interpretation of the data. tend to stay in the repeat or black box level. 4. The level of self-monitoring of students interested in inquiry learning impact. High level of self-monitoring of students to do the overall planning in advance of the inquiry process, aware of the mistakes in the course of the experiment in a timely manner, and take the initiative to take remedial measures, a low level of self-monitoring students rarely consider that you are doing right. Students with a high level of self-monitoring can often use language to make their own views and behavior appropriate to evaluate this hypothesis has not been confirmed experimentally. Part VII is the proposal on the basis of summarizing the conclusions of the theoretical and experimental research, promote inquiry learning. That strengthen the exchanges and cooperation between the companions; promote the effectiveness and flexibility of the cognitive structure: strengthening metacognitive training. Finally, study the problems discussed.