【摘要】：實施素質(zhì)教育的重點是培養(yǎng)學生的創(chuàng)新精神和實踐能力,當前的教育已不再是簡單的對學生知識和技能培養(yǎng)的層面,而是比以往更加重視學生從學校走向社會所需的綜合實踐能力的培養(yǎng)。生物綜合實踐能力是個體在參加生物實踐活動中,自覺地運用生物學知識解決各種生物實際問題時各種能力的綜合。本研究依據(jù)初、高中生物課程標準中對于能力目標的規(guī)定,通過綜合深入分析眾多關(guān)于生物能力的文獻資料,再結(jié)合義務(wù)教育課程標準實驗教科書、普通高中課程標準實驗教科書,將生物實踐能力進行了分類。根據(jù)能力的對象與專業(yè)領(lǐng)域的不同,將生物綜合實踐能力分為六種:生物實驗?zāi)芰Α⑸镄畔⑻幚砟芰�、生物科學探究能力、生物分類與防御能力、種植與養(yǎng)殖能力、生物技藝及其他利用能力。新時代背景下,很有必要了解中學培養(yǎng)學生生物綜合實踐能力的成效及存在的問題,從而提出具有針對性的策略,以便于教師有效的指導(dǎo)學生的各類生物綜合實踐活動,并為相關(guān)部門的綜合實踐教學活動決策提供參考。本論文以自行編制的《廣東省中學生生物綜合實踐能力調(diào)查問卷》作為主要研究工具。高中畢業(yè)生可以較為全面地反映其在中學階段生物綜合實踐能力的培養(yǎng)情況,本研究對高中畢業(yè)剛進入高校的新生發(fā)放1000份問卷,收回有效問卷970份。結(jié)合問卷和對高中畢業(yè)生、中學教師、家長的訪談結(jié)果,對中學生生物綜合實踐能力的認識態(tài)度、培養(yǎng)基本情況、具體能力等三個方面進行詳細分析,結(jié)果表明,廣東省中學生生物綜合實踐能力的積極成果主要表現(xiàn)在:中學生對生物綜合實踐能力培養(yǎng)的興趣較強,中學生對培養(yǎng)生物綜合實踐能力持積極態(tài)度,中學生在培養(yǎng)生物綜合實踐能力中進步明顯,中學生在生活方面的生物綜合實踐能力較強;同時,廣東省中學生生物綜合實踐能力培養(yǎng)也存在著問題:中學生生物綜合實踐能力培養(yǎng)渠道單一,生物實驗?zāi)芰Α⑸锟茖W探究能力、生物信息處理能力較為欠缺,對生物知識的實踐運用能力不強,綜合實踐活動課程實施不到位,學校、社會提供的資源缺乏�；谏鲜龀尸F(xiàn)的問題,筆者提出了建設(shè)性的對策:有機結(jié)合中學生生物綜合實踐能力各種培養(yǎng)渠道,真正落實生物課程的“能力目標”,注重生物知識與生物綜合實踐能力的轉(zhuǎn)換,改善學校培養(yǎng)中學生生物綜合實踐能力的環(huán)境,充分利用和融合社會資源條件。
[Abstract]:The emphasis of quality education is to cultivate students' innovative spirit and practical ability. The current education is no longer a simple aspect of students' knowledge and skills. More than ever before, we pay more attention to the cultivation of students' comprehensive practical ability from school to society. Biological comprehensive practical ability is the synthesis of individual's ability to use biological knowledge to solve various biological practical problems consciously in participating in biological practice activities. This study is based on the primary, senior high school biology curriculum standards for the ability of the objectives of the provisions, through a comprehensive in-depth analysis of a large number of biological capabilities of the literature, and then combined with compulsory education curriculum standards experimental textbooks, General high school curriculum standard experiment textbook, the biological practice ability has carried on the classification. According to the object of ability and the difference of specialized field, the comprehensive practical ability of biology is divided into six kinds: ability of biological experiment, ability of biological information processing, ability of biological science inquiry, ability of biological classification and defense, ability of planting and breeding. Biological skills and other utilization capabilities. Under the background of the new era, it is necessary to understand the effectiveness and existing problems of cultivating students' comprehensive practical ability of biology in middle schools, so as to put forward targeted strategies, so as to facilitate teachers to guide students' comprehensive biological practice activities effectively. And provides the reference for the relevant department comprehensive practice teaching activity decision-making. In this paper, the questionnaire of Guangdong Middle School students' Biological Comprehensive practice ability was compiled by ourselves as the main research tool. High school graduates can fully reflect the cultivation of their biological comprehensive practical ability in the middle school stage. In this study, 1000 questionnaires were issued to the freshmen who had just graduated from high school, and 970 valid questionnaires were collected. Based on the questionnaire and interviews with high school graduates, middle school teachers and parents, this paper makes a detailed analysis of the understanding and attitude of the students' biological comprehensive practical ability, training the basic situation and the specific ability. The results show that, The positive results of the biological comprehensive practical ability of the middle school students in Guangdong Province are as follows: the middle school students have a strong interest in the cultivation of the biological comprehensive practical ability, and the middle school students hold a positive attitude towards the cultivation of the biological comprehensive practical ability. The middle school students have made remarkable progress in cultivating their biological comprehensive practical ability, and the middle school students have strong biological comprehensive practical ability in the aspect of life. At the same time, there are some problems in the cultivation of biological comprehensive practical ability of middle school students in Guangdong province: the channel of cultivating biological comprehensive practical ability of middle school students is single, the ability of biological experiment, the ability of biological science inquiry, and the ability of biological information processing are relatively lacking. The ability of practical application of biological knowledge is not strong, the implementation of comprehensive practical activity curriculum is not in place, and the resources provided by school and society are scarce. Based on the above problems, the author puts forward some constructive countermeasures: organically combining with the various cultivation channels of the students' biological comprehensive practical ability, we can truly implement the "ability goal" of the biology curriculum. We should pay attention to the conversion between biological knowledge and biological comprehensive practical ability, improve the environment of cultivating middle school students' biological comprehensive practical ability, and make full use of and integrate social resources.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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