本文關(guān)鍵詞：教科書演替與初中學(xué)生生物科學(xué)探究能力培養(yǎng)初探　出處：《西華師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：2001年教育部頒布了《義務(wù)教育課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》(簡(jiǎn)稱《課標(biāo)》),指導(dǎo)編寫了2001年人民教育出版社初中生物實(shí)驗(yàn)教科書(以下簡(jiǎn)稱2001年人教版)。2012年《義務(wù)教育課程標(biāo)準(zhǔn)(修訂版)》(簡(jiǎn)稱《新課標(biāo)》)面向社會(huì)正是頒布,指導(dǎo)完成了全國(guó)約11套初中生物教科書的修訂。重慶在2001年后使用2001年人教版;2012年后使用2012年人民教育出版社出版(以下簡(jiǎn)稱2012年人教版)、北京師范大學(xué)出版社出版初中生物教科書(以下簡(jiǎn)稱北師大版)、江蘇教育出版出版初中生物教科書(以下簡(jiǎn)稱蘇教版)、河北少年兒童出版社出版初中生物教科書(以下簡(jiǎn)稱冀教版)。本研究以重慶使用的五套初中生物教科書為研究對(duì)象,采用了內(nèi)容分析法、比較研究發(fā)、文獻(xiàn)研究法三種研究方法。具體以科學(xué)探究活動(dòng)在教科書中表現(xiàn)的類型和數(shù)量、表現(xiàn)形式、開放性水平等方面進(jìn)行統(tǒng)計(jì)并分析。其中以對(duì)2001年人教版和2012年人教版教科書為一縱向體系進(jìn)行比較;以現(xiàn)行2012年人教版、蘇教版、冀教版、北師大版初中生物教科書為一橫向體系進(jìn)行比較。通過對(duì)五套教材的量化分析比較,希望本研究的數(shù)據(jù)和結(jié)論能夠?yàn)橐痪�教學(xué)工作和教材編者提供一定的參考意見。在2001年人教版和2012年人教版的縱向比較中,結(jié)果表明,2001年人教版與2012年人教版在教材編寫的框架結(jié)構(gòu)上大體一致�；顒�(dòng)項(xiàng)目類型2012年增加為20項(xiàng),而2001年為14項(xiàng);但2001年人教版活動(dòng)項(xiàng)目數(shù)量為174項(xiàng)多于2012年人教版140項(xiàng)。2012年版生物教科書增加科學(xué)探究活動(dòng)如“設(shè)計(jì)”、“制作”等,體現(xiàn)出2012年人教版初中生物教課書對(duì)《新課標(biāo)》對(duì)培養(yǎng)學(xué)生科學(xué)探究這一理念的貫徹實(shí)施。相比之下,2001年人教版中的科學(xué)探究活動(dòng)的類型主要表現(xiàn)為交流類,其中表現(xiàn)形式為表格類探究活動(dòng)較少,科學(xué)探究活動(dòng)的開放性水平多集中在開放性水平2。2012年人教版教材中科學(xué)探究活動(dòng)的類型明顯增加,達(dá)到在課堂上鍛煉學(xué)生的科學(xué)探究性思維,注重培養(yǎng)學(xué)生的科學(xué)探究能力。在科學(xué)探究活動(dòng)的表現(xiàn)形式上,實(shí)物圖的比重增加,圖片都來自生活,使學(xué)生更生動(dòng)更直觀的理解和參與到科學(xué)探究活動(dòng)中來。同時(shí)能夠領(lǐng)悟知識(shí)的掌握確實(shí)能解決生活中的實(shí)際問題,激發(fā)學(xué)生的學(xué)習(xí)興趣,強(qiáng)化學(xué)習(xí)動(dòng)機(jī)。對(duì)重慶現(xiàn)行四套教材的橫向比較看出,這其中蘇教版教材的明顯特點(diǎn)是圖片數(shù)量大,且其中大多是實(shí)物圖。在科學(xué)探究模塊相對(duì)使用了較多的漸進(jìn)性問題,使學(xué)生在科學(xué)探究過程中層層遞進(jìn)的思考問題,為邏輯思維的訓(xùn)練奠定基礎(chǔ)。冀教版教材實(shí)驗(yàn)類科學(xué)探究的數(shù)目多,對(duì)學(xué)生實(shí)際動(dòng)手操作的要求高,注重學(xué)生的動(dòng)手動(dòng)腦能力同時(shí)發(fā)展,但在冀教版中科學(xué)探究開放性水平4的比例最小。北師大版教科書制作精良,在每一個(gè)科學(xué)探究活動(dòng)環(huán)節(jié)都采用不同的背景色,在視覺上突出科學(xué)探究;同時(shí)教科書的活動(dòng)項(xiàng)目設(shè)置類型少,簡(jiǎn)潔明了但框架清晰,科學(xué)探究活動(dòng)項(xiàng)目的設(shè)置具有深度,開放性水平4較高,對(duì)學(xué)生科學(xué)探究活動(dòng)的設(shè)置中更多的是給學(xué)生創(chuàng)造機(jī)會(huì),對(duì)教材的依賴更小。2012年人教版是這四套版本中使用范圍最大的一個(gè)版本,教科書中的選材沒有區(qū)域性,適合全國(guó)各地的使用,教科書中的科學(xué)探究活動(dòng)的類型對(duì)多,欄目名稱設(shè)置約20多種,可見形式多樣和科學(xué)探究在2012年人教版教科書中的重要地位。
[Abstract]:In 2001 the Ministry of Education promulgated the "compulsory education curriculum standard (experimental draft) (referred to as < > > Standard Guide), 2001 people's Education Press (hereinafter referred to as the junior middle school biology textbooks of pep in 2001.2012 years)" compulsory education curriculum standards (Revised Edition) > (referred to as the "new curriculum") oriented society is issued guidance, completed the revision of the country about 11 sets of junior high school biology textbooks. Chongqing 2001 Renjiaoban after 2001; after 2012 2012 the people's Education Publishing House (hereinafter referred to as the 2012 person teaching edition), Beijing Normal University press (hereinafter referred to as the junior high school biology textbooks of Beijing Normal University Edition), Jiangsu Education Publishing Publishing (junior high school biology textbooks hereinafter referred to as sujiaoban), Hebei children's Publishing House published biological textbook of junior middle school (hereinafter referred to as jijiaoban). In this study, Chongqing used five sets of junior biology textbooks as the research object, Using content analysis, comparative study, literature research method of three kinds of research methods. The type and number, specific to scientific inquiry activities in the textbook form, open level, statistics and analysis. In 2001 and 2012 of the PEP PEP Textbooks were compared for a vertical system in the 2012; peph, Jiangsu, jijiaoban, Beijing Normal University version of the junior high school biology textbooks for comparison of a horizontal system. Through the quantitative analysis of the five books, I hope the data and conclusions of this study can provide some reference for teaching and textbook editors. The results showed that in the longitudinal direction 2001 and 2012 PEP pep in 2001 and 2012, PEP pep in roughly the same in the textbooks. The frame structure project types in 2012 increased to 20, and 1 in 2001 In 2001 4; but the number of PEP activities for 174 more than 2012 PEP 140.2012 edition of biology textbooks increase scientific inquiry activities such as "design", "production", reflects the 2012 junior middle school biology textbooks of "new curriculum to cultivate students' scientific inquiry on this idea implement. In contrast, in 2001 the pep in scientific inquiry activities mainly for communication, which forms to form inquiry type less, the level of the openness of scientific inquiry activities and more concentrated in the open 2.2012 years PEP teaching materials in scientific inquiry activities increased significantly, to exercise the students in the classroom of scientific inquiry thinking, pay attention to the cultivation of students' scientific inquiry ability. In the form of scientific inquiry activities, increase the proportion of the physical map, pictures are from life, make students more vivid and more direct The concept of understanding and participate in scientific inquiry activities. At the same time to understand knowledge can really solve practical problems in life, stimulate students' interest in learning, strengthen the learning motivation of Chongqing. Transverse current four sets of materials comparison, which significantly Jiangsu Education Edition is the large number of pictures, and most of them is the real map. In scientific inquiry module relative to the use of progressive problems, make students think progressively in the course of scientific inquiry, to lay the foundation for logical thinking training. The number of Hebei Education Experimental Textbook of scientific inquiry of students more hands-on requirements, pay attention to students the ability of practice and development, but in the jijiaoban scientific inquiry in opening the proportion of 4. The minimum level of Beijing Normal University edition textbook well made, in every aspect of scientific inquiry activities by different The background color, highlighting the scientific inquiry in the vision; at the same time the textbook activities project settings are few, simple but clear framework, the project of scientific inquiry activity set with depth, open 4 level of higher, more students scientific inquiry activity settings to the students create opportunities for textbook on smaller.2012 PEP is use of the four versions in a version of the biggest material in the textbook, there is no regional, suitable for use throughout the country, the types of textbooks in scientific inquiry activities to set about 20 kinds, column name, and visible forms of scientific inquiry in 2012 to teach people the important position in textbooks.

【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：1370295