【摘要】：生物學(xué)核心概念教學(xué)正在逐步走進(jìn)我們的課堂�？v觀高中生物學(xué)新課程理念的發(fā)展動態(tài),不難發(fā)現(xiàn)核心概念教學(xué)有著不可替代的地位。在過去的十幾年間,國際上的科學(xué)教育研究取得豐碩成果。美國先后于2012年和2013年正式發(fā)布了《K-12科學(xué)教育框架：實踐、跨學(xué)科概念、核心概念》和《新一代科學(xué)教育標(biāo)準(zhǔn)》兩份科學(xué)教育改革的重要文件,標(biāo)志著21世紀(jì)新一波科學(xué)教育改革浪潮的到來。這兩份綱領(lǐng)性文件充分展現(xiàn)了核心概念在學(xué)習(xí)內(nèi)容中的價值,同時對我國生物學(xué)科凸顯核心概念的教學(xué)起到催化作用。生物學(xué)核心概念教學(xué)關(guān)注點在學(xué)生,與傳統(tǒng)的教學(xué)相比主要存在以下幾方面優(yōu)勢：有效幫助學(xué)生提升探究思維能力；有效幫助學(xué)生理解事實和現(xiàn)象；有效幫助學(xué)生在頭腦中構(gòu)建知識框架,便于長久記憶知識。關(guān)于核心概念教學(xué)研究,與國外教育發(fā)達(dá)國家相比,我國在這方面相關(guān)的研究較晚,但所取得的成績?nèi)圆豢尚∮U。單從生物學(xué)科來看,很多的觀點具有創(chuàng)新性。但對核心概念教學(xué)的實際效果和優(yōu)缺點方面的實證研究卻很少,亟待進(jìn)一步提高研究力度和深度。通過進(jìn)行問卷調(diào)查發(fā)現(xiàn)教師的整體素質(zhì)有所提高,比如在教學(xué)方法方面,更多的教師不再是簡單的直接給出生物學(xué)概念,而是能采用聯(lián)系生活、類比推理、復(fù)習(xí)舊知等學(xué)生易于接受的方法傳授概念；再者教師在生物學(xué)核心概念教學(xué)培養(yǎng)方向上,已經(jīng)不再是單純的知識記憶,更加重視學(xué)生思維推理等能力的培養(yǎng),這些生物教師表現(xiàn)出來的教學(xué)觀念和行為的進(jìn)步,展現(xiàn)了我們教師隊伍的生機和活力。在調(diào)查中還發(fā)現(xiàn)學(xué)生對生物學(xué)核心概念教學(xué)方面存在諸多困惑和阻礙。主要表現(xiàn)在學(xué)生的自我效能感偏低；學(xué)生對生物學(xué)核心概念重要性的認(rèn)識程度不足；學(xué)生整體上缺乏科學(xué)合理的生物學(xué)概念學(xué)習(xí)方法。在就需要我們生物教師積極完善自己的教學(xué),解決好與學(xué)生的教育教學(xué)矛盾。調(diào)查生物學(xué)核心概念教學(xué)現(xiàn)狀并不是這次研究的主要目的,凸顯生物學(xué)核心概念教學(xué)的優(yōu)勢和影響力才是本次研究的關(guān)鍵部分。所以有必要通過進(jìn)行生物學(xué)核心概念教學(xué)實踐的實驗對比研究分析,給一線教育工作者帶來一定的啟發(fā)和指導(dǎo),使核心概念教學(xué)能真正走進(jìn)我們的課堂,并發(fā)揮應(yīng)有的良好效應(yīng),真正能夠提高課堂教學(xué)質(zhì)量和效果。本研究以大量相關(guān)理論為基礎(chǔ),對生物學(xué)核心概念教學(xué)的實際效果從不同尺度進(jìn)行分析研究,為生物學(xué)教學(xué)實踐提供一手資料。
[Abstract]:The teaching of the core concept of biology is entering our classroom step by step. It is not difficult to find that the teaching of core concepts has an irreplaceable position throughout the development of the new curriculum concept of biology in senior high school. In the past ten years, the international scientific education research has made a lot of achievements. In 2012 and 2013, the United States issued two important documents on the reform of science education: the Framework of Science Education: practice, Interdisciplinary concept, Core concept and the Standards of Science Education of the New Generation. It marks the arrival of a new wave of scientific education reform in the 21 st century. These two programmatic documents fully demonstrate the value of the core concepts in the learning content and play a catalytic role in the teaching of highlighting the core concepts in biology in China. The teaching of biological core concepts focuses on students. Compared with traditional teaching, it has the following advantages: effectively helping students to improve their thinking ability of inquiry, effectively helping students to understand facts and phenomena; Effectively help students to build a knowledge framework in their minds, facilitate long-term memory of knowledge. Compared with the developed countries, the research on core concept teaching in our country is relatively late, but the achievements can not be underestimated. From a biological perspective alone, many ideas are innovative. However, there are few empirical studies on the practical effect, advantages and disadvantages of the core concept teaching, and it is urgent to improve the research intensity and depth. Through the questionnaire survey, we found that the overall quality of teachers has been improved, for example, in the teaching method, more teachers are no longer simply give the biological concept directly, but can use the link life, analogy reasoning, In addition, teachers are no longer pure knowledge and memory, and pay more attention to the cultivation of students' ability of thinking and reasoning. These biology teachers show the progress of teaching concept and behavior, showing the vitality and vitality of our teaching team. It is also found that there are many puzzles and obstacles in the teaching of biological core concepts. It is mainly reflected in the low sense of self-efficacy, the insufficient understanding of the importance of the core concepts of biology, and the lack of scientific and reasonable methods of learning biological concepts as a whole. We need biology teachers to improve their own teaching and solve the teaching contradictions with students. It is not the main purpose of this study to investigate the present situation of the teaching of the core concepts of biology, but to highlight the advantages and influence of the teaching of the core concepts of biology is the key part of this study. So it is necessary to carry on the experiment contrast research and analysis of the teaching practice of the biological core concept, bring some inspiration and guidance to the front-line educators, so that the core concept teaching can really come into our classroom. And play due good effect, can really improve the quality and effect of classroom teaching. Based on a large number of relevant theories, this study analyzes and studies the practical effects of teaching biological core concepts from different scales, and provides primary information for biology teaching practice.
【學(xué)位授予單位】：華中師范大學(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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