本文選題：重要概念 + 學(xué)習(xí)支架　； 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：生物學(xué)重要概念處于學(xué)科中心位置,包括了對生命基本現(xiàn)象、規(guī)律、理論等的理解和解釋,對學(xué)生學(xué)習(xí)生物學(xué)及相關(guān)科學(xué)具有重要的支撐作用。在生物學(xué)概念教學(xué)中,既要揭示概念的實(shí)質(zhì),又要符合初中學(xué)生的接受能力。本論文主要研究的是初中生物學(xué)重要概念學(xué)習(xí)支架的搭建。本文的主要研究貢獻(xiàn)主要表現(xiàn)為以下幾個(gè)方面:對生物學(xué)概念教學(xué)和學(xué)習(xí)支架的概念及國內(nèi)外的研究進(jìn)行了梳理,提出了學(xué)習(xí)支架輔助生物學(xué)重要概念學(xué)習(xí)的可行性,為生物學(xué)概念教學(xué)和學(xué)習(xí)支架的研究拓寬了視野;對初中生物學(xué)重要概念的學(xué)習(xí)支架進(jìn)行了分類,依據(jù)學(xué)習(xí)支架的來源和搭建方式,將學(xué)習(xí)支架分成了情境支架、圖表支架、直觀支架、資料支架和問題支架五類;明確了生物學(xué)重要概念學(xué)習(xí)支架的搭建原則包括適宜性原則、個(gè)性化原則、適度性原則、適時(shí)性原則;搭建過程包括:分析重要概念的內(nèi)容和特點(diǎn)→分析學(xué)生的學(xué)習(xí)基礎(chǔ)和概念形成過程等情況→確定學(xué)習(xí)支架類型→設(shè)計(jì)學(xué)習(xí)支架的呈現(xiàn)時(shí)機(jī)→搭建學(xué)習(xí)支架。圍繞初中生物學(xué)重要概念搭建了多種形式的學(xué)習(xí)支架,并將其應(yīng)用在生物學(xué)重要概念的教學(xué)中,取得了良好的教學(xué)效果�？傊�,通過本課題研究,摸索出了一套搭建生物學(xué)重要概念學(xué)習(xí)支架的原則和過程,精煉出了一批引導(dǎo)學(xué)生學(xué)習(xí)生物學(xué)重要概念的學(xué)習(xí)支架,并以這些學(xué)習(xí)支架作為引導(dǎo)學(xué)生學(xué)習(xí)生物學(xué)重要概念的“腳手架”。
[Abstract]:The important concept of biology is at the center of the subject, including the understanding and explanation of the basic phenomena, laws and theories of life, which plays an important supporting role in the students' study of biology and related sciences. In biology concept teaching, we should not only reveal the essence of the concept, but also accord with the acceptance ability of junior middle school students. The main research of this thesis is the construction of the scaffold of the important concept of biology in junior high school. The main contributions of this paper are as follows: the concept of biological concept teaching and learning scaffold and the research at home and abroad are combed, and the feasibility of learning scaffold to assist the important concept learning of biology is put forward. For the study of biology concept teaching and the study of scaffolding, this paper classifies the learning scaffolds of the important concepts of biology in junior high school, and divides the learning scaffolds into situational scaffolds and graphic scaffolds according to the source and the way of construction of the learning scaffolds. There are five kinds of scaffolds: visual scaffolds, data scaffolds and problem scaffolds. The principles of constructing scaffolds for learning important concepts of biology include suitability principle, individuation principle, moderation principle, timeliness principle, etc. The construction process includes: analyzing the contents and characteristics of important concepts and analyzing the learning basis and concept forming process of students and determining the types of learning scaffolds. A variety of learning scaffolds are built around the important concepts of biology in junior high school, and they are applied to the teaching of important biological concepts, and good teaching results have been obtained. In a word, through the research of this subject, we find out a set of principles and processes of setting up important biological concept learning scaffolds, and refine a group of learning scaffolds to guide students to learn important biological concepts. These scaffolds are used as scaffolding to guide students to learn important concepts of biology.
【學(xué)位授予單位】：蘇州大學(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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