【摘要】：由于自身生活經(jīng)驗或已有知識的影響,學(xué)生在接受正規(guī)的科學(xué)教育之后對某些概念的理解與科學(xué)概念的內(nèi)涵有一定的偏差。這些與科學(xué)概念內(nèi)涵不一致的概念稱為迷思概念。迷思概念阻礙了學(xué)生科學(xué)概念體系的建立,對課程的學(xué)習(xí)和今后的生產(chǎn)生活也可能產(chǎn)生不良影響。因此,了解并掌握學(xué)生的迷思概念并進(jìn)行轉(zhuǎn)變策略研究是教學(xué)和教學(xué)研究工作中的重要內(nèi)容�！爸参锏募に卣{(diào)節(jié)”是中學(xué)生物課程教學(xué)中的重要內(nèi)容,涉及較多的生物學(xué)概念,且有些概念較為抽象,學(xué)生在學(xué)習(xí)過程中容易形成迷思概念。迄今為止,國內(nèi)外對中學(xué)生物學(xué)學(xué)習(xí)過程中的迷思概念進(jìn)行了較多研究,但是研究對象主要涉及植物的光合作用、生物的遺傳和變異等,對高中生“植物的激素調(diào)節(jié)”迷思概念研究極少見到公開報道。本文在分析和總結(jié)相關(guān)文獻(xiàn)資料的基礎(chǔ)上,通過訪談以及自行設(shè)計的二段式診斷測驗問卷總結(jié)出高中生在學(xué)習(xí)“植物的激素調(diào)節(jié)”后出現(xiàn)的常見迷思概念及其形成原因,在此基礎(chǔ)上提出了相應(yīng)的轉(zhuǎn)變策略,以便為“植物的激素調(diào)節(jié)”教學(xué)提供參考,幫助高中學(xué)生更好地學(xué)習(xí)和理解“植物的激素調(diào)節(jié)”這一章的內(nèi)容。研究結(jié)果表明高中學(xué)生在學(xué)習(xí)“植物的激素調(diào)節(jié)”這一章內(nèi)容之后主要存在八個方面的迷思概念,分別為向性運(yùn)動的定義、植物激素的定義、胚芽鞘向光生長的原因、生長素的運(yùn)輸方式、生長素或生長素類似物作用的兩重性、植物的頂端優(yōu)勢現(xiàn)象、各種植物激素的產(chǎn)生及作用、植物激素和植物生長調(diào)節(jié)劑的根本區(qū)別。針對上述問題,結(jié)合相關(guān)學(xué)習(xí)理論、概念轉(zhuǎn)變理論和教學(xué)設(shè)計理論,提出了多媒體動畫、拓展課本實驗、小組合作學(xué)習(xí)和概念圖等教學(xué)策略,并給出了相應(yīng)的教學(xué)建議。
[Abstract]:Due to the influence of their own life experience or existing knowledge, there is a certain deviation between the understanding of some concepts and the connotation of scientific concepts after receiving formal science education. These concepts, which are inconsistent with the connotation of scientific concepts, are called myth concepts. The concept of myth hinders the establishment of the scientific concept system of students and may have a negative impact on the study of curriculum and the production and life in the future. Therefore, it is an important content in teaching and teaching research to understand and master the concept of students' myth and carry on the research of transformation strategies. "Plant hormone regulation" is an important part of biology teaching in middle school. It involves many biological concepts, and some of them are abstract. Students can easily form the concept of myth in the course of study. Up to now, many studies have been done on the concept of myth in the process of biology study in middle school, but the research objects are mainly concerned with plant photosynthesis, biological inheritance and variation, and so on. The research on the concept of plant hormone regulation in high school students is rarely reported in public. Based on the analysis and summary of relevant literature, this paper summarizes the common misconceptions and their causes after learning "plant hormone regulation" in senior high school students through interviews and self-designed two-stage diagnostic test questionnaire. On this basis, the corresponding transformation strategies are put forward in order to provide a reference for the teaching of plant hormone regulation and to help the senior high school students to learn and understand the contents of the chapter on plant hormone regulation better. The results show that after studying the chapter "hormone regulation of plants", there are mainly eight misconceptions, namely, the definition of directional exercise, the definition of plant hormone, and the reason why coleoptile grows to light. The transport mode of auxin, the duality of auxin or auxin analogues, the apical dominance of plants, the production and action of various plant hormones, and the fundamental difference between plant hormones and plant growth regulators. In view of the above problems, combined with relevant learning theory, concept transformation theory and teaching design theory, this paper puts forward some teaching strategies such as multimedia animation, expanding textbook experiment, group cooperative learning and concept map, and gives corresponding teaching suggestions.
【學(xué)位授予單位】：江西師范大學(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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