Question

文献翻译6

Other teaching strategies incorporated in the programmed text were introduction of small amounts of knowledge followed by questions for which answers were provided (25,261, use of advanced organizers (27 and references therein), use of performance objectives (28, 29) exhibited at the end of each chapter, and use of proportional reasoning rather than the unit-factor method. Although this last strategy is not a commonplace practice among the chemistry textbook authors, it was incorporated in the present study on the hypothesis that it would facilitate mastery of stoichiometry concepts by emphasizing the proportionality of the relationships that exist in the amounts of reactants that combine and the amounts of resulting products.

Many chemical educators have a keen interest in helping underprepared students learn chemistry. The flurry of articles that appeared in this Journal within the last few years on the subject of students' difficulties in learning chemical concepts will attest to this fact (30,31). Much of this work, however, is aimed at identifying learners' entry behaviors for the purpose of ascertaining their chances of success in a freshman college chemistry course. While this type of research is useful, it will remain of limited value because it does not go far enough. Since instruction is an organized process for the explicit purpose of causing a transformation in the student (S)from some initial state (Si) to a final state (Sf), it is clearly not enough to concentrate on (Si) alone. In addition, there is the need to conduct formal research in instructional design and teaching strategies that catalyze this transformation (32,33). In this endeavor, chemical educators may find the work of Gagné and others in cognitive psychology and in human information processing to he particularly useful (34-38).

Answer 1

其他的教差改学策略纳入编程碰庆扒文本被引入少量的知识紧随其后的问题提供了答案(25261年,使用先进的组织者(27和引用在其中),使用性能的目标(28、29)展出每章末尾,使用比例推理而不是unit-factor方法。尽管这最后的战略并不是一个平凡的实践中化学教科书的作者,这是纳入本研究的假设,它将促进化学计量学概念的掌握通过强调比例的关系中存在的大量的反应物,结合和大量的最终产品。

许多化学教育工作者有浓厚的兴趣,帮助学生学习化学的准备不足。一连串的出现在这个杂志的文章,在过去的几年里这个话题的学生学习化学的概念将困难证明这个事实(30、31)。很多这样的工作,然而,旨在确定学习者的条目的行为为目的的确定他们成功的机会在一个新生化学课。虽然这种类型的研究是有用的,它仍将保留有限的价值,因为它是远远不够的。因为指令是一个有组织的目的很明确的过程造成的转变学生(S)从一些初始状态(Si)到最终状态(Sf),它显然并不足以集中精力(Si)独自一人。此外,有必要笑昌进行正式的研究在教学设计和教学策略,促进这一转变(32,33)。在这些努力中,化学教师们会发现工作和其他的岳修平认知心理学和在人类信息处理,他特别有用(34-38)。