本文選題：工作單 + 高中生物　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：隨著新一輪課程改革的不斷推進(jìn),科學(xué)探究逐漸成為生物學(xué)科教學(xué)中一種主流的教學(xué)理念和教學(xué)模式�？茖W(xué)探究活動(dòng)的大量開展也對(duì)科學(xué)探究能力的評(píng)價(jià)提出了要求。但是,調(diào)查表明,我國(guó)中學(xué)學(xué)生的生物科學(xué)探究能力的評(píng)價(jià)仍采用單一的紙筆測(cè)驗(yàn)方式,這種傳統(tǒng)的評(píng)價(jià)方無法有效的反映學(xué)生真實(shí)的科學(xué)探究能力。目前國(guó)際上公認(rèn)的科學(xué)探究能力評(píng)價(jià)的最有效的形式是現(xiàn)場(chǎng)觀察,但由于其高成本并不適合我國(guó)的國(guó)情,成本較低且同樣有效的工作單逐漸成為國(guó)際上科學(xué)探究能力評(píng)價(jià)的主流方式。然而這樣一種有效的方式在我國(guó)的研究、應(yīng)用卻極少。因此,本研究在研究工作單的基礎(chǔ)上,對(duì)工作單在評(píng)價(jià)高中生生物科學(xué)探究能力中的應(yīng)用展開了實(shí)踐研究。首先,本研究解讀了《普通高中生物課程標(biāo)準(zhǔn)》對(duì)高中生科學(xué)探究能力的要求,再結(jié)合課標(biāo)歸納分析了蘇教版生物必修一教科書中的科學(xué)探究?jī)?nèi)容。在此基礎(chǔ)上選擇了“探究酶的特異性”作為本研究的科學(xué)探究任務(wù),并針對(duì)這一探究任務(wù)設(shè)計(jì)了結(jié)構(gòu)性工作單。其次,筆者通過分析這一科學(xué)探究任務(wù)的能力結(jié)構(gòu),同時(shí)參照現(xiàn)有研究中關(guān)于生物科學(xué)探究能力評(píng)價(jià)的PTA量表中具體的評(píng)價(jià)指標(biāo),設(shè)計(jì)了相應(yīng)的評(píng)價(jià)指南。最后,筆者選擇了南京市某高中的3個(gè)高一班級(jí)共計(jì)138名學(xué)生,對(duì)他們實(shí)施了結(jié)構(gòu)性工作單評(píng)價(jià),并運(yùn)用設(shè)計(jì)的評(píng)價(jià)指南對(duì)這138名學(xué)生的工作單進(jìn)行延時(shí)評(píng)價(jià)。得出評(píng)價(jià)結(jié)果后,本研究一方面對(duì)評(píng)價(jià)結(jié)果進(jìn)行數(shù)據(jù)處理,分析學(xué)生在工作單中所暴露出的問題,給出了相關(guān)教學(xué)建議；另一方面將工作單評(píng)價(jià)結(jié)果與教師現(xiàn)場(chǎng)觀察的評(píng)價(jià)結(jié)果進(jìn)行比較,分析工作單評(píng)價(jià)的有效性。同時(shí),本研究也對(duì)工作單的設(shè)計(jì)、根據(jù)探究任務(wù)選擇工作單類型以及工作單的使用方面提出有關(guān)意見和建議。本研究結(jié)果表明工作單評(píng)價(jià)結(jié)果與教師通過訪談和現(xiàn)場(chǎng)觀察得出的評(píng)價(jià)結(jié)果在提出問題、作出假設(shè)、設(shè)計(jì)實(shí)驗(yàn)方案、分析實(shí)驗(yàn)現(xiàn)象和得出實(shí)驗(yàn)結(jié)論這幾項(xiàng)的結(jié)果是較為一致的。這說明工作單在一定程度上可以代替現(xiàn)場(chǎng)觀察,是一種有效且高效的科學(xué)探究能力評(píng)價(jià)方式。但是,在實(shí)施實(shí)驗(yàn)計(jì)劃和表達(dá)交流這兩項(xiàng),教師現(xiàn)場(chǎng)觀察的評(píng)價(jià)結(jié)果和工作單評(píng)價(jià)結(jié)果有明顯差異,這表明工作單評(píng)價(jià)在反映學(xué)生這兩項(xiàng)能力方面有局限性。分析工作單評(píng)價(jià)結(jié)果,我們發(fā)現(xiàn)學(xué)習(xí)成績(jī)?cè)诓煌瑢哟蔚膶W(xué)生,其生物科學(xué)探究能力水平不同,表達(dá)交流能力是他們共同的弱項(xiàng)。通過比較男生和女生的具體得分情況發(fā)現(xiàn),女生制定實(shí)驗(yàn)計(jì)劃和設(shè)計(jì)實(shí)驗(yàn)方案、表達(dá)交流能力的平均得分明顯高于男生,而其他方面的得分未見明顯差異。
[Abstract]:With the development of new curriculum reform, scientific inquiry has gradually become a mainstream teaching concept and teaching mode in biology teaching. A large number of scientific inquiry activities also put forward the requirements for the evaluation of scientific inquiry ability. However, the investigation shows that the evaluation of biological science inquiry ability of middle school students in our country still adopts a single paper and pen test method, and this traditional evaluation method can not effectively reflect the students' true scientific inquiry ability. At present, the most effective form of evaluation of scientific inquiry ability is field observation, but because of its high cost, it is not suitable for the national conditions of our country. The low-cost and equally effective work order has gradually become the mainstream of the international evaluation of scientific inquiry ability. However, the application of such an effective way in our country is very few. Therefore, on the basis of the research work list, this study has carried out a practical study on the application of the work order in the evaluation of senior high school students' biological science inquiry ability. First of all, this study interprets the requirements of the ordinary Senior High School Biology Curriculum Standard for the high school students' scientific inquiry ability, and then induces and analyzes the scientific inquiry content in the textbook of the required biology subject in the Soviet Education Edition. On the basis of this, we chose "the specificity of inquiring enzyme" as the scientific inquiry task of this study, and designed a structural work sheet for this task. Secondly, by analyzing the ability structure of this scientific inquiry task, and referring to the specific evaluation indexes of PTA scale of biological science inquiry ability, the author designed the corresponding evaluation guide. Finally, the author selects 138 students from three senior high schools in Nanjing, and evaluates them with structural work orders, and applies the designed evaluation guide to the delayed evaluation of the work orders of 138 students. After getting the evaluation result, on the one hand, this research carries on the data processing to the evaluation result, analyzes the question which the student exposes in the work order, has given the related teaching suggestion; On the other hand, the evaluation results of work order are compared with the results of teachers' field observation, and the effectiveness of work order evaluation is analyzed. At the same time, this study also puts forward some suggestions and suggestions on the design of work orders, the selection of work order types and the use of work orders. The results of this study show that the results of work order evaluation are consistent with those obtained by teachers through interviews and on-the-spot observations, such as putting forward questions, making assumptions, designing experimental schemes, analyzing experimental phenomena and drawing experimental conclusions. This shows that work order can replace field observation to some extent and is an effective and efficient evaluation method of scientific inquiry ability. However, there are obvious differences between the evaluation results of teachers' on-the-spot observation and the evaluation results of work orders, which indicates that the evaluation of work orders is limited in reflecting the students' two abilities. By analyzing the results of work sheet evaluation, we find that students with different grades of academic achievement have different levels of biological science inquiry ability, and the ability to express and communicate is their common weakness. By comparing the specific scores of boys and girls, it was found that the average score of expressive communication ability of girls was significantly higher than that of boys, but there was no significant difference in other aspects.
【學(xué)位授予單位】：南京師范大學(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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