本文選題：高中生物學習　切入點：自主學習　出處：《陜西師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：知識的飛速增長,第八次課程改革的大力倡導,使自主學習成為研究熱點。然而,筆者在中學教育實習中卻發(fā)現(xiàn)高中生物學習中的自主學習并非順風順水,課堂上自主學習問題頗多,如不理解何時何內(nèi)容應該自主學習、不知道如何判斷自主學習情況等；相關理論研究也發(fā)現(xiàn)以往研究大多從心理學、教育學角度對自主學習概念界定、過程等內(nèi)在機制進行深入研究,實踐研究主要結合某科目或某類學生的特點進行分析自主學習的現(xiàn)狀并提出一些可行的改進措施,缺乏高中生物學習中的自主學習行為及其專門評價指標的研究。這些問題導致高中生物學習者及教師不知道如何判斷自主學習情況,從而減少自主學習方式的運用。通過文獻研究分析發(fā)現(xiàn)自主學習的評價可從行為表現(xiàn)上進行指標設定。因此本研究對高中生物學習中的自主學習行為表現(xiàn)做以系統(tǒng)研究,并構建相關評價量表以力圖促進上述問題的解決。研究采用文獻分析法、課堂觀察法、訪談法、問卷調(diào)查法及統(tǒng)計分析法,對所涉及的概念、理論進行深入研究,并對高中生物學習的自主學習行為表現(xiàn)形式、分類、特點及影響因素進行了歸納和總結,用所編制的評價量表進行了自主學習檢測。研究結果顯示：(1)高中生物學習中的自主學習行為表現(xiàn)相當復雜,可分為外顯和內(nèi)隱兩類,內(nèi)隱的自主行為可以通過外顯的進行表現(xiàn),具有主體性、主動性、相對獨立性、有效性四個特點,受環(huán)境、學生、教師、課程四方面因素影響；(2)研制形成的八個一級指標,二十個二級指標的《高中生物學習的自主學習行為表現(xiàn)評價量表》,正式測量后用SPSS17.0分析,具有較好的信度和較高的效度；(3)利用該量表對西安鐵一中濱河學校高一年級七個班級學生進行評價應用,用SPSS17.0統(tǒng)計得出高中生物學自主學習行為整體表現(xiàn)平均得分為62.75分(總分100分),各維度上都有同學得分低于理論中值,分析原因是準備階段的行為缺失、重結果輕過程、評價體系不健全三方面所造成的；把高中生物學習的自主學習行為表現(xiàn)的性別進行差異性分析,在分析學習任務、完成學習任務兩個維度上siq.值大于0.05,其余六個維度及總量表的siq.值小于0.05,說明在性別上這兩個維度不存在顯著性差異,其余各維度及總量表上都存在顯著性差異,女生的表現(xiàn)優(yōu)于男生,另外在不同成績等級上也進行了差異性分析,得出各維度及總量表的siq.值都小于0.01,說明存在極顯著性差異,成績越優(yōu)秀的學生自主學習行為表現(xiàn)越符合要求；(4)根據(jù)評價結果發(fā)現(xiàn)高中生物學習中的自主學習行為表現(xiàn)中存在很多問題,針對這些問題依據(jù)前面自主學習行為表現(xiàn)的研究提出實現(xiàn)高中生物自主學習觀念的轉變等三方面建議。以上結果分析得出如下結論：對高中生物學習中的自主學習研究可以從其行為表現(xiàn)上進行,利用評價量表進行評價分析得出目前高中生物學習中的自主學習行為表現(xiàn)接近中值,在性別、成績上存在差異。
[Abstract]:The rapid growth of knowledge, the eighth curriculum reform advocates, the autonomous learning has become a research hotspot. However, the author in the middle school biology learning in high school but found that autonomous learning is not so smooth, the classroom learning problems, what if you do not understand what should be independent learning, do not know how to judge independently learning; theory research also found that most previous studies from the psychology, autonomous learning concept of the educational point of view, in-depth study of internal mechanism of the process of practice, combined with the characteristics of a study or a class of students' autonomous learning situation analysis and put forward some feasible improvement measures on the lack of independent learning behavior biology learning in high school and its specialized evaluation index. These problems lead to high school biology learners and teachers do not know how to judge from the main school Learning situation, so as to reduce the use of autonomous learning mode. Through literature analysis found that the evaluation of autonomous learning can be set from the index behavior. Therefore the research on learning behavior in biology learning in senior high school performance with system research, and constructs the relevant evaluation scale to solve the above problems. The research tries to promote the literature the analysis method, observation method, interview method, questionnaire survey method and statistical analysis method, the concepts involved, in-depth research on the theory, and the high school biology learning behavior manifestation, classification, characteristics and influence factors were summarized, with the evaluation of the scale of autonomous learning detection. Research results show that: (1) the autonomous learning behavior of biology learning in senior high school is very complex, can be divided into explicit and implicit class two, implicit autonomous behavior by explicit For the performance, with subjectivity, initiative, independence, effectiveness of the four characteristics, environment, students, teachers, curriculum four aspects influencing factors; (2) developed eight level indicators, autonomous learning behaviors of high school biology learning performance evaluation of twenty level two indexes scale > > SPSS17.0 analysis, formal measurement, has good reliability and validity; (3) using the scale to evaluate the application of Xi'an iron riverside high school the first grade students in seven classes, with SPSS17.0 statistics of autonomous learning for senior high school biology overall average score of 62.75 points (out of 100). Each dimension has students score lower than the theoretical value, analysis of the reasons is the preparation stage of the behavior of missing, heavy result light process, evaluation system is not perfect from three aspects; the high school biology learning, autonomous learning behavior of sex The difference analysis, learning task analysis in two dimensions, complete the task of learning on the siq. value is greater than 0.05, the other six dimensions and the total scale of the siq. value is less than 0.05, indicating gender in these two dimensions do not exist significant differences, there are significant differences in all dimensions and total scale, the performance of girls better than boys, in different grades also were analyzed, the dimensions and total scale siq. value is less than 0.01, indicating the existence of significant differences, the more outstanding achievements of students' autonomous learning behavior is consistent with the requirements; (4) according to the evaluation results that there are many problems in autonomous learning of biological behavior learning in senior high school, aiming at these problems on the basis of the previous research of autonomous learning behavior is proposed to realize the transformation of high school biology learning concepts of the three aspects of the proposal. The results are as follows Conclusion: the study of autonomous learning in high school biology learning can be carried out from its behavioral performance. By using the evaluation scale, we can conclude that the current self-learning behaviors in high school biology are near the median, and there are differences in gender and performance.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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