本文選題：高中生物學(xué)　切入點：科學(xué)探究　出處：《陜西師范大學(xué)》2015年碩士論文

【摘要】：科學(xué)探究因其在培養(yǎng)學(xué)生科學(xué)素養(yǎng)方面具有的獨特作用,成為課程改革所倡導(dǎo)的重要教學(xué)方式,同時也成為新課程改革的突破口。筆者通過查閱大量相關(guān)期刊論文(CNKI)中對“生物科學(xué)探究”主題類的各種文獻(xiàn)資料之后,發(fā)現(xiàn)已有的研究里,沒有對生物教科書中具體探究活動各個欄目及策略改進(jìn)進(jìn)行深入研究。此外,筆者在教育實習(xí)過程中發(fā)現(xiàn),在課堂教學(xué)中,探究性教學(xué)并沒有得到很好的體現(xiàn)與落實。因此,將我國高中生物課標(biāo)對教材探究活動的要求、“分子與細(xì)胞”模塊中科學(xué)探究活動分析與解讀、對各欄目教學(xué)情況的調(diào)查與分析和“分子與細(xì)胞”模塊科學(xué)探究活動的應(yīng)用策略作為研究內(nèi)容。本研究采用文獻(xiàn)分析法、調(diào)查法、比較分析法和內(nèi)容分析法等方法對研究內(nèi)容進(jìn)行了研究。采用比較分析法對人教版高中生物教材《分子與細(xì)胞》中各類探究活動進(jìn)行了研究,得出研究結(jié)果：《分子與細(xì)胞》中各類探究活動出現(xiàn)頻次、水平以及特點有所不同。采用調(diào)查法對《分子與細(xì)胞》中探究活動的教學(xué)實踐進(jìn)行調(diào)查研究,得出研究結(jié)果：1.教師對生物教學(xué)中開展生物探究活動基本持贊成態(tài)度,但對研究活動實施環(huán)節(jié)缺乏了解,并且要求提供寬松的教學(xué)發(fā)展空間的呼聲較高,教師自身的探究實踐不足；2.學(xué)生對各欄目的興趣和應(yīng)用有較大差異,對探究欄目了解的比例偏低。采用內(nèi)容研究法,對科學(xué)探究相關(guān)文獻(xiàn)資料進(jìn)行研究,對各類探究活動欄目的應(yīng)用給出相應(yīng)的策略和教學(xué)案例。對研究結(jié)果進(jìn)行分析總結(jié),得出以下4點結(jié)論：1.有效運用教材中探究欄目是落實新課程理念和實施素質(zhì)教育的有效途徑,2.有效運用教材中探究欄目使探究性教學(xué)體系更加完善,3.有效運用教材中探究欄目能夠促進(jìn)教師的專業(yè)化成長,4.有效運用教材中探究欄目在實施過程中也存在著一些局限。并且從三方面提出改進(jìn)建議：對生物學(xué)教材編制的建議,對生物學(xué)教師的建議,對各類探究活動欄目的應(yīng)用策略改進(jìn)建議。通過本研究,使自己在以后的工作崗位上能合理利用當(dāng)?shù)氐慕逃Y源合理地開發(fā)或取舍探究活動,在有限的課時里遵循課程標(biāo)準(zhǔn)要求進(jìn)行科學(xué)探究,進(jìn)而更好地駕馭教材,提高課堂教學(xué)質(zhì)量。
[Abstract]:Because of its unique role in cultivating students' scientific literacy, scientific inquiry has become an important teaching method advocated by the curriculum reform, and has also become a breakthrough in the new curriculum reform.After consulting a large number of literature on the subject of "Bioscience Inquiry" in CNKI, the author finds that,There is no in-depth study on each column and strategy improvement of specific inquiry activities in biology textbooks.In addition, in the process of teaching practice, the author found that in the classroom teaching, inquiry teaching has not been well reflected and implemented.Therefore, this paper analyzes and interprets the scientific inquiry activities in the "molecule and Cell" module, according to the requirements of the senior high school biology curriculum standard for the inquiry activities in the teaching materials.The investigation and analysis of the teaching situation of each column and the application strategy of the scientific inquiry activity of "molecule and cell" module are the contents of the research.In this study, literature analysis, investigation, comparative analysis and content analysis were used to study the content of the study.A comparative analysis method was used to study various kinds of inquiry activities in "molecules and cells". The results showed that the frequency, level and characteristics of various kinds of inquiry activities in "molecules and cells" were different.The investigation method is used to investigate the teaching practice of inquiry activity in molecule and Cell, and the result is: 1.Teachers are generally in favor of carrying out biological inquiry activities in biology teaching, but lack of understanding of the implementation of research activities, and the voice of providing loose teaching development space is higher, and teachers' own inquiry practice is insufficient.The students' interest and application of each column are quite different, and the proportion of inquiry columns is on the low side.By using the method of content research, this paper studies the relevant literature and materials of scientific inquiry, and gives the corresponding strategies and teaching cases for the application of various columns of inquiry activities.By analyzing and summarizing the research results, we draw the following four conclusions: 1.The effective use of inquiry column in teaching materials is an effective way to carry out the new curriculum concept and implement quality education.The effective use of the inquiry column in the teaching material makes the inquiry teaching system more perfect.The effective use of inquiry columns in teaching materials can promote the professional growth of teachers.There are also some limitations in the effective use of inquiry columns in teaching materials.Suggestions for improvement are put forward from three aspects: suggestions for the compilation of biology teaching materials, suggestions for biology teachers, and suggestions for improving the application strategies of various inquiry activity columns.Through this research, I can reasonably use the local educational resources to develop or choose the inquiry activities in the future, and follow the curriculum standards to conduct scientific research in the limited class hours, and then better control the teaching materials.Improve the quality of classroom teaching.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91

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本文編號：1719704