滲透科學(xué)史以促進(jìn)初中生理解科學(xué)本質(zhì)的教學(xué)模式研究
發(fā)布時(shí)間：2018-11-15 15:55
【摘要】：提高每一位學(xué)生的科學(xué)素養(yǎng)是科學(xué)課程的核心理念,而正確理解科學(xué)本質(zhì)是具備科學(xué)素養(yǎng)的核心成分之一。然而當(dāng)今常規(guī)教學(xué)中由于部分教師的錯(cuò)誤示范使得學(xué)生對(duì)科學(xué)的認(rèn)識(shí)是片面的甚至是錯(cuò)誤的。同時(shí),社會(huì)層面上唯科學(xué)和反科學(xué)思潮的不良影響也容易使學(xué)生文、理不通,致使學(xué)生難以全面發(fā)展。國(guó)內(nèi)外研究的成果表明滲透科學(xué)史的教學(xué)是促進(jìn)學(xué)生理解科學(xué)本質(zhì)的有效途徑,同時(shí)以“明示—反思”的方式更利于學(xué)生理解。鑒于此,本研究主要采用“明示—反思”的方式進(jìn)行滲透科學(xué)史的教學(xué),并選取杭州市采荷中學(xué)九年級(jí)的兩個(gè)班級(jí)學(xué)生進(jìn)行了實(shí)驗(yàn)教學(xué)�？v觀國(guó)內(nèi)融入科學(xué)史教學(xué)促進(jìn)科學(xué)本質(zhì)的研究,大多應(yīng)用“融合”模式和馬修斯的適度目標(biāo)模式進(jìn)行教學(xué),但這兩個(gè)教學(xué)模式不是普適的。在實(shí)際教學(xué)中,仍需要根據(jù)不同的知識(shí)屬性做調(diào)整。因此,筆者依據(jù)不同課型改良出相適應(yīng)的滲透科學(xué)史的教學(xué)模式,分別是:與“事實(shí)學(xué)習(xí)”課型相匹配的“IHVs情境—陶冶”和“自學(xué)—指導(dǎo)”模式;與“概念學(xué)習(xí)”課型相對(duì)應(yīng)的“目標(biāo)—導(dǎo)控—反饋”以及“融合”模式;與“規(guī)律學(xué)習(xí)”課型相對(duì)應(yīng)的“啟發(fā)—?jiǎng)?chuàng)新”和“融合”模式;“方法(技能)學(xué)習(xí)”課型則采用“探究—建構(gòu)”模式。并在實(shí)驗(yàn)班實(shí)施滲透科學(xué)史的教學(xué)模式,控制班則采用傳統(tǒng)的教學(xué)模式。本研究主要做了如下幾個(gè)方面工作:第一,翻譯了美國(guó)2013年4月發(fā)布的《新一代科學(xué)教育標(biāo)準(zhǔn)》,對(duì)其中所述的科學(xué)本質(zhì)進(jìn)行了整理和分析;第二,對(duì)科學(xué)本質(zhì)的演變和國(guó)內(nèi)外的相關(guān)研究成果進(jìn)行述評(píng),結(jié)合初中生身心發(fā)展規(guī)律以及中、美的科學(xué)課程標(biāo)準(zhǔn),在此基礎(chǔ)上,構(gòu)建了我國(guó)初中生階段應(yīng)具備的科學(xué)本質(zhì)觀;第三,為了解學(xué)生科學(xué)本質(zhì)觀現(xiàn)狀,自行編制了信、效度都較高的《初中學(xué)生科學(xué)本質(zhì)觀調(diào)查問(wèn)卷》并在教學(xué)實(shí)驗(yàn)前對(duì)研究對(duì)象進(jìn)行了前測(cè);第四,依據(jù)不同課型改良出滲透科學(xué)史的教學(xué)模式并進(jìn)行為期2周的實(shí)驗(yàn)授課�！胺椒▽W(xué)習(xí)”課型的《物質(zhì)的分類(lèi)》采用“探究—建構(gòu)”模式,同屬于“事實(shí)學(xué)習(xí)”的電能和核能,則分別以“IHVs情境—陶冶”和“自學(xué)—指導(dǎo)”的教學(xué)模式展開(kāi)教學(xué)。在教學(xué)實(shí)驗(yàn)后對(duì)兩個(gè)班的學(xué)生再次進(jìn)行本質(zhì)觀測(cè)試,并利用SPSS19.0軟件對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)、分析。結(jié)果顯示,教學(xué)前,兩班對(duì)科學(xué)本質(zhì)的理解沒(méi)有明顯差異,而在實(shí)驗(yàn)教學(xué)后實(shí)驗(yàn)班學(xué)生的科學(xué)本質(zhì)觀得到很大提升�？梢�(jiàn),利用筆者改良過(guò)的滲透科學(xué)史的教學(xué)模式進(jìn)行授課對(duì)促進(jìn)學(xué)生理解科學(xué)的本質(zhì)有一定的作用。
[Abstract]:To improve the scientific literacy of every student is the core idea of science curriculum, and to understand the essence of science correctly is one of the core components of scientific literacy. However, due to some teachers' error demonstration, students' understanding of science is one-sided or even wrong. At the same time, the bad influence of only science and anti-science trend on the social level makes the students difficult to develop in an all-round way. The research results at home and abroad show that the teaching of permeating the history of science is an effective way to promote students' understanding of the essence of science, and at the same time, it is more beneficial to students' understanding by the way of "explicit reflection". In view of this, this study mainly adopts the way of "ostensive-reflection" to carry on the teaching of permeating the history of science, and selects two classes of students in the ninth grade of Hangzhou Caihe Middle School to carry on the experiment teaching. Throughout the study of the nature of science promoted by the integration of history of science teaching in China, most of them use the "fusion" model and Matthews' moderate goal mode to teach, but these two teaching models are not universal. In the actual teaching, we still need to adjust according to different knowledge attributes. Therefore, according to different classes, the author improves the appropriate teaching mode of infiltrating the history of science, which is: "IHVs situation-edification" and "self-study-guidance" matching with the "fact learning" curriculum; The model of "goal, guidance, control and feedback" and "fusion" corresponding to "concept learning" and "heuristic innovation" and "fusion" corresponding to the pattern of "regular learning"; The method (skill) learning model adopts the mode of inquiry-construction. And the experimental class carries out the teaching mode of infiltrating the history of science, while the control class adopts the traditional teaching mode. The main work of this study is as follows: first, we have translated the New Generation Science Education Standards issued by the United States in April 2013, and analyzed the nature of science mentioned therein; Second, the evolution of the nature of science and related research results at home and abroad are reviewed, combined with the law of the physical and mental development of junior high school students and the Chinese and American science curriculum standards, on the basis of this, the author constructs the concept of scientific essence of junior high school students in our country. Third, in order to understand the present situation of students' scientific essence, we have compiled the questionnaire of students' Scientific essence of Junior High School students with high validity and made a pre-test on the subjects before the teaching experiment. Fourthly, the teaching mode of infiltrating the history of science should be improved according to the different teaching patterns and the experimental teaching should be conducted for 2 weeks. The "Classification of matter" of "method Learning" adopts the mode of "Inquiry and Construction", while the electric energy and nuclear energy, which belong to "fact learning", are taught in the teaching mode of "IHVs situation-edifying" and "self-study guidance", respectively. After the teaching experiment, the students of the two classes were tested again, and the data were analyzed by SPSS19.0 software. The results show that there is no obvious difference in understanding the nature of science between the two classes before teaching, but after the experimental teaching, the students' view of the nature of science has been greatly improved. It can be seen that teaching with the improved teaching mode of infiltrating the history of science plays a certain role in promoting students' understanding of the essence of science.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.98
本文編號(hào)：2333743
[Abstract]:To improve the scientific literacy of every student is the core idea of science curriculum, and to understand the essence of science correctly is one of the core components of scientific literacy. However, due to some teachers' error demonstration, students' understanding of science is one-sided or even wrong. At the same time, the bad influence of only science and anti-science trend on the social level makes the students difficult to develop in an all-round way. The research results at home and abroad show that the teaching of permeating the history of science is an effective way to promote students' understanding of the essence of science, and at the same time, it is more beneficial to students' understanding by the way of "explicit reflection". In view of this, this study mainly adopts the way of "ostensive-reflection" to carry on the teaching of permeating the history of science, and selects two classes of students in the ninth grade of Hangzhou Caihe Middle School to carry on the experiment teaching. Throughout the study of the nature of science promoted by the integration of history of science teaching in China, most of them use the "fusion" model and Matthews' moderate goal mode to teach, but these two teaching models are not universal. In the actual teaching, we still need to adjust according to different knowledge attributes. Therefore, according to different classes, the author improves the appropriate teaching mode of infiltrating the history of science, which is: "IHVs situation-edification" and "self-study-guidance" matching with the "fact learning" curriculum; The model of "goal, guidance, control and feedback" and "fusion" corresponding to "concept learning" and "heuristic innovation" and "fusion" corresponding to the pattern of "regular learning"; The method (skill) learning model adopts the mode of inquiry-construction. And the experimental class carries out the teaching mode of infiltrating the history of science, while the control class adopts the traditional teaching mode. The main work of this study is as follows: first, we have translated the New Generation Science Education Standards issued by the United States in April 2013, and analyzed the nature of science mentioned therein; Second, the evolution of the nature of science and related research results at home and abroad are reviewed, combined with the law of the physical and mental development of junior high school students and the Chinese and American science curriculum standards, on the basis of this, the author constructs the concept of scientific essence of junior high school students in our country. Third, in order to understand the present situation of students' scientific essence, we have compiled the questionnaire of students' Scientific essence of Junior High School students with high validity and made a pre-test on the subjects before the teaching experiment. Fourthly, the teaching mode of infiltrating the history of science should be improved according to the different teaching patterns and the experimental teaching should be conducted for 2 weeks. The "Classification of matter" of "method Learning" adopts the mode of "Inquiry and Construction", while the electric energy and nuclear energy, which belong to "fact learning", are taught in the teaching mode of "IHVs situation-edifying" and "self-study guidance", respectively. After the teaching experiment, the students of the two classes were tested again, and the data were analyzed by SPSS19.0 software. The results show that there is no obvious difference in understanding the nature of science between the two classes before teaching, but after the experimental teaching, the students' view of the nature of science has been greatly improved. It can be seen that teaching with the improved teaching mode of infiltrating the history of science plays a certain role in promoting students' understanding of the essence of science.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.98
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