【摘要】：生物學(xué)在發(fā)展過程中,科學(xué)家為了方便理解一些生物事實(shí)建構(gòu)出來很多生物模型,廣為人知的主要有DNA的雙螺旋結(jié)構(gòu)模型等。模型作為人們認(rèn)識(shí)事實(shí)規(guī)律的一種工具,具有簡(jiǎn)明、直觀、形象等特點(diǎn),給人以很深的印象。然而在實(shí)際生物教學(xué)中,由于種種原因,模型建構(gòu)并沒有表現(xiàn)出其優(yōu)越性。為此,本文通過調(diào)查研究得出相關(guān)數(shù)據(jù),總結(jié)人教版高中生物課本上涉及到的各類模型,并提出具體生物模型應(yīng)用于課堂的實(shí)施策略,意在為把模型建構(gòu)更好地應(yīng)用于高中生物教學(xué)中提出一些針對(duì)性的建議。本論文采用的研究方法有文獻(xiàn)法、調(diào)查法、教材分析法和案例分析法,主要包括以下六個(gè)部分:第一部分是問題的提出。在此部分主要論述課題的研究背景以及國(guó)內(nèi)外的研究現(xiàn)狀。第二部分是概述。通過查閱相關(guān)文獻(xiàn)對(duì)模型、生物模型以及模型建構(gòu)的概念進(jìn)行界定,明確生物模型的分類,提出模型建構(gòu)的原則,并進(jìn)行相關(guān)理論基礎(chǔ)的研究。第三部分是教材分析。對(duì)人教版生物必修模塊涉及到的生物模型和模型建構(gòu)活動(dòng)進(jìn)行了分析總結(jié)。發(fā)現(xiàn)依據(jù)模型特點(diǎn),生物模型的分布有所變化:必修一中主要涉及物理模型和概念模型,必修二中主要涉及物理模型和數(shù)學(xué)模型,必修三中主要涉及概念模型,但都在教材中占有較大的分量。第四部分是高中生物模型建構(gòu)教學(xué)現(xiàn)狀調(diào)查及分析。采用問卷調(diào)查法和訪談法,得出模型建構(gòu)在高中生物教學(xué)中的應(yīng)用現(xiàn)狀,發(fā)現(xiàn)其存在的問題主要有:學(xué)生對(duì)生物模型的認(rèn)識(shí)不足,但其中的大部分希望在課堂中參與模型建構(gòu)活動(dòng);教師缺乏對(duì)教材中涉及到生物模型的系統(tǒng)認(rèn)識(shí),并應(yīng)在模型建構(gòu)活動(dòng)中協(xié)調(diào)好教學(xué)進(jìn)度和時(shí)間之間的關(guān)系。第五部分是高中生物模型建構(gòu)教學(xué)的實(shí)施策略。主要從三個(gè)方面展開,并輔以案例進(jìn)行分析。首先從學(xué)校、教師和學(xué)生角度要提高對(duì)模型建構(gòu)的重視程度。教師直接給出生物模型的策略,主要包括認(rèn)識(shí)生物模型,滲透模型意識(shí);分析生物模型,培養(yǎng)模型方法;評(píng)價(jià)生物模型,反思建模過程。學(xué)生自主建構(gòu)生物模型的策略,主要包括:創(chuàng)設(shè)情境,分析原型;做好準(zhǔn)備,建構(gòu)模型;檢驗(yàn)?zāi)Ｐ?進(jìn)行修正;運(yùn)用模型,反思評(píng)價(jià)。第六部分是結(jié)論與反思。筆者對(duì)以上研究進(jìn)行整理、總結(jié),得出本論文的結(jié)論。同時(shí),對(duì)研究中發(fā)現(xiàn)的問題進(jìn)行了相關(guān)反思:在進(jìn)行模型建構(gòu)教學(xué)時(shí),要精心設(shè)計(jì)和安排模型建構(gòu)活動(dòng),應(yīng)注意把模型和原型區(qū)別開來,教給學(xué)生模型建構(gòu)的方法并要關(guān)注到模型建構(gòu)教學(xué)的局限性。
[Abstract]:In the process of biology development, many biological models have been constructed by scientists in order to understand some biological facts. The most popular models are DNA's double helix structure model and so on. As a tool for people to understand the law of facts, the model has the characteristics of conciseness, intuition, image and so on. However, in the actual biology teaching, the model construction does not show its superiority for various reasons. Therefore, this paper obtains the relevant data through the investigation and research, summarizes the various models involved in the senior high school biology textbook, and puts forward the implementation strategies of the specific biological model applied to the classroom. The purpose of this paper is to put forward some specific suggestions for the application of model construction in biology teaching in senior high school. The research methods used in this paper are literature method, investigation method, textbook analysis method and case analysis method, which mainly include the following six parts: the first part is the raising of the problem. In this part, the research background and domestic and foreign research status are mainly discussed. The second part is an overview. The concepts of model, biological model and model construction are defined, the classification of biological model is clarified, the principle of model construction is put forward, and the relevant theoretical basis is studied. The third part is the analysis of teaching materials. This paper analyzes and summarizes the biological model and model building activity involved in the required module of human education. It is found that the distribution of biological models varies according to the characteristics of the models: the first compulsory course mainly involves physical models and conceptual models, the second compulsory two involves physical models and mathematical models, the third compulsory three involves conceptual models. However, they all occupy a large part in the teaching materials. The fourth part is the high school biology model construction teaching present situation investigation and analysis. By means of questionnaire survey and interview, this paper draws a conclusion that the application of model-building in senior high school biology teaching, and finds that the main problems are: the students' understanding of biological model is insufficient. However, most of them want to participate in the model building activities in the classroom; teachers lack systematic understanding of the biological model involved in the teaching materials, and should coordinate the relationship between teaching progress and time in the model building activities. The fifth part is the implementation strategy of high school biological model construction teaching. Mainly from three aspects, and assisted by case analysis. First of all, we should pay more attention to model construction from the perspective of school, teachers and students. Teachers directly give the strategies of biological model, including understanding biological model, osmosis model consciousness, analyzing biological model, cultivating model method, evaluating biological model and reflecting modeling process. The strategies of students' self-constructing biological model include: creating situation, analyzing archetype, preparing for it, constructing model, checking model, modifying it, using model, reflecting and evaluating. The sixth part is the conclusion and reflection. The author collates and summarizes the above research and draws the conclusion of this paper. At the same time, the problems found in the study are reviewed: in the teaching of model building, we should carefully design and arrange the model building activities, and pay attention to distinguishing the model from the prototype. Teach students the method of model building and pay attention to the limitation of model building teaching.
【學(xué)位授予單位】：曲阜師范大學(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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