【摘要】：生命科學史是關(guān)于生命科學發(fā)生發(fā)展歷程的系統(tǒng)性描述,不僅反映科學知識發(fā)生、發(fā)展、系統(tǒng)化的進程,展現(xiàn)科學方法的應用和改進,而且蘊含了豐富的科學思想、科學精神、科學價值觀。近年來,運用生命科學史開展教學活動已經(jīng)在國內(nèi)外教育界達成共識,我國《高中生物課程標準》一個明顯的變化就是對生命科學史教育價值的認同,明確了開展生命科學史教學的課程目標、實施建議、課程資源開發(fā)建議,生命科學史資源的完善與否是有效開展生命科學史教學、提高生物科學素養(yǎng)的關(guān)鍵。本研究以人教版高中生物《分子與細胞》模塊為例,基于生命科學史課程資源的現(xiàn)狀和需求,提出了生命科學史課程資源的編排和開發(fā)建議。論文主要包括以下內(nèi)容:一是采用內(nèi)容分析法,以科學家為主線,對現(xiàn)行人教版高中生物教材《分子與細胞》模塊中的科學史資料進行了定性、定量分析,發(fā)現(xiàn)教材中的科學史資料在科學家數(shù)量、科學史呈現(xiàn)方式、編寫意圖方面都有所改進,但是科學史內(nèi)容仍較匱乏、零散不完整,有待進一步豐富和完善。二是采用問卷調(diào)查法對一線教師和高一學生進行了生命科學史教育價值認同度和科學史資源需求度等問題進行了調(diào)查,結(jié)果表明:(1)教師和學生對生命科學史教育價值的認同度普遍較高,95.3%的教師認為生命科學史教育有助于學生知識的理解、科研方法的學習、探究能力的培養(yǎng),65.6%的學生關(guān)注科學史內(nèi)容的學習,且82.6%的學生認為科學史可以提升學習興趣;(2)有過半數(shù)的教師對教材中的科學史持滿意態(tài)度,但許多教師認為教材中的科學史內(nèi)容有待進一步完善;(3)教師獲取科學史資料的主要途徑依次是網(wǎng)絡(luò)、教材、教學參考書,但多數(shù)教師認為網(wǎng)絡(luò)資源可靠性低,教材和教學參考書資料零散,教材中的科學史資源不能滿足一線教師的需求;(4)師生對教材中科學史資料的需求度均較高,并集中體現(xiàn)在有關(guān)科學研究的過程、方法、設(shè)計思路方面,教師和學生的需求度分別為87.0%和81.8%。三是結(jié)合《分子與細胞》模塊的教材特點和不足、師生對生命科學史資源的需求情況,以高中生物課程標準為依據(jù),以高中生的心理特征和認知程度為出發(fā)點,以科學家為主線、教材中的內(nèi)容為基本單位總結(jié)了相關(guān)的生命科學史課程資源編排建議,整理了《分子與細胞》模塊的科學史資料,建立了生命科學史資源庫。研究結(jié)果不僅為教材中相關(guān)科學史資料的編寫、一線教師的教學活動提供可靠的資料,還有利于生命科學史教育價值的深入挖掘。
[Abstract]:The history of life science is a systematic description of the course of development of life science, which not only reflects the process of occurrence, development and systematization of scientific knowledge, but also shows the application and improvement of scientific methods, and contains rich scientific thoughts and scientific spirit. Scientific values. In recent years, using the history of life science to carry out teaching activities has reached a consensus in the field of education at home and abroad. An obvious change in the Biology Curriculum Standard of Senior High School in our country is the recognition of the educational value of the history of life science. It is the key to develop the history of life science teaching effectively and improve the quality of biological science by making clear the curriculum objectives, implementing suggestions, developing curriculum resources and perfecting the resources of history of life science. Based on the current situation and demand of the curriculum resources of the history of life science, the author puts forward some suggestions for the arrangement and development of the curriculum resources of the history of life science. The main contents of this paper are as follows: firstly, using the content analysis method and taking the scientist as the main line, this paper makes a qualitative and quantitative analysis of the history of science data in the current senior high school biology textbook "molecules and cells". It is found that the history of science in the textbook has been improved in terms of the number of scientists, the way of presenting the history of science, and the intention of compiling, but the contents of the history of science are still scarce and incomplete, which need to be further enriched and perfected. Second, a questionnaire survey was carried out among first-line teachers and senior high school students on issues such as the recognition of the value of history of life science education and the demand for resources in history of science. The results show that: (1) teachers and students generally agree with the value of the history of life science education. 95.3% of the teachers think that the history of life science education contributes to the understanding of students' knowledge and the study of scientific research methods. 65.6% of the students pay attention to the study of the history of science, and 82.6% of the students think that the history of science can enhance their interest in learning. (2) more than half of the teachers are satisfied with the history of science in the textbooks. However, many teachers think that the contents of history of science in textbooks need to be further improved. (3) the main ways for teachers to obtain the history of science are network, teaching materials, teaching reference books, but most teachers think that the reliability of network resources is low. The teaching materials and teaching reference books are scattered, and the history of science resources in the teaching materials can not meet the needs of front-line teachers. (4) the demands of teachers and students on the history of science in the textbooks are high, and they are concentrated in the process and methods of relevant scientific research. The demand degree of teachers and students is 87.0% and 81.8% respectively. The third is to combine the characteristics and deficiencies of the textbook of "molecule and Cell" module, the demand of teachers and students for the history of life science resources, the high school biology curriculum standard as the basis, and the high school students' psychological characteristics and cognitive level as the starting point. Taking the scientist as the main line and the content of the textbook as the basic unit, this paper summarizes the relevant suggestions for arranging the curriculum resources of the history of life science, collates the history of science data of the module "molecules and cells", and establishes the history of life science resource bank. The results of the study not only provide reliable data for the compilation of the relevant history of science in the teaching materials, but also benefit to the further excavation of the educational value of the history of life science.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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本文編號：2211222