本文選題：課程內(nèi)容統(tǒng)整 + SCI模型�。� 參考：《華東師范大學(xué)》2010年博士論文

【摘要】： 本論文以綜合科學(xué)課程內(nèi)容統(tǒng)整為研究對(duì)象,展開科學(xué)課程內(nèi)容統(tǒng)整的理論研究和實(shí)踐研究。研究主要分為八個(gè)部分：課題緣起、研究思路與方法、文獻(xiàn)綜述、理論建構(gòu)、SCI模型的建構(gòu)、科學(xué)教師課程內(nèi)容統(tǒng)整觀念及水平研究、SCI模型的實(shí)現(xiàn)方式研究以及研究總結(jié)。其中SCI模型建構(gòu)、科學(xué)教師課程內(nèi)容統(tǒng)整觀念及水平研究以及SCI實(shí)現(xiàn)方式研究為本研究的核心內(nèi)容,也是基于理論研究和實(shí)踐研究的重要成果。 首先,從國(guó)際科學(xué)課程改革的漫長(zhǎng)歷程來(lái)看,內(nèi)容統(tǒng)整方式與現(xiàn)實(shí)需求的平衡始終是國(guó)際科學(xué)課程改革所追求的目標(biāo),由此提出了關(guān)于科學(xué)課程內(nèi)容統(tǒng)整的現(xiàn)實(shí)意義。研究科學(xué)課程的內(nèi)容統(tǒng)整需要兩個(gè)核心思路：一為當(dāng)前課程內(nèi)容統(tǒng)整的研究現(xiàn)狀,尤其是科學(xué)課程內(nèi)容統(tǒng)整的研究現(xiàn)狀；二為科學(xué)課程內(nèi)容統(tǒng)整設(shè)計(jì)的現(xiàn)實(shí)狀態(tài)研究。圍繞這兩個(gè)核心思路,展開對(duì)于文獻(xiàn)的綜述和實(shí)踐的研究。文獻(xiàn)綜述的研究對(duì)象主要有科學(xué)課程實(shí)施研究,通過分析我國(guó)當(dāng)前科學(xué)課程實(shí)施研究的重點(diǎn)和問題,得出課程實(shí)施中內(nèi)容統(tǒng)整研究的缺失；課程統(tǒng)整及其相關(guān)概念的界定,則是從規(guī)范我國(guó)課程統(tǒng)整理論研究的角度,分學(xué)科中心和學(xué)生中心兩種維度對(duì)相關(guān)概念進(jìn)行了分類和界定,理清了課程統(tǒng)整的核心概念；在探討了國(guó)內(nèi)外課程統(tǒng)整研究的基礎(chǔ)上,提出我國(guó)課程統(tǒng)整研究與國(guó)際研究之間的差距。從為實(shí)踐研究提供理論支持的基礎(chǔ)上,理論建構(gòu)部分對(duì)研究對(duì)象的選取思路、分析模型的建構(gòu)理論以及課堂觀察研究設(shè)計(jì)框架的形成進(jìn)行了有關(guān)理論的探索。 其次,基于課程統(tǒng)整理論的研究,提取了科學(xué)課程內(nèi)容統(tǒng)整的分析模型——SCI模型中具有兩個(gè)層次水平的核心要素,用于宏觀理論分析的統(tǒng)整取向和統(tǒng)整原則層次以及用于微觀操作分析的統(tǒng)整范圍、線索以及強(qiáng)度等維度。且基于實(shí)踐研究的需要,建構(gòu)了SCI模型的宏觀要素,即理論要素、內(nèi)容要素和方法要素,以此說(shuō)明實(shí)踐研究的基本架構(gòu)。 再次,從科學(xué)課程實(shí)施的角度出發(fā),對(duì)科學(xué)教師課程實(shí)施中內(nèi)容統(tǒng)整的認(rèn)識(shí)和使用情況進(jìn)行了調(diào)查研究,借助測(cè)驗(yàn)考察了科學(xué)教師內(nèi)容統(tǒng)整的水平。研究結(jié)果顯示,標(biāo)準(zhǔn)內(nèi)容統(tǒng)整的預(yù)設(shè)不夠具體,不適應(yīng)教材內(nèi)容的統(tǒng)整方式以及對(duì)內(nèi)容統(tǒng)整教學(xué)技能的缺失導(dǎo)致了課堂教學(xué)中內(nèi)容統(tǒng)整頻率不高等問題。課程文本和課堂教學(xué)是否存在上述問題?內(nèi)容統(tǒng)整在這些課程實(shí)施要素中發(fā)生了怎樣的變異?變異程度如何?在實(shí)踐研究部分,探查了基于SCI模型的課程標(biāo)準(zhǔn)、教科書以及課堂教學(xué)中內(nèi)容統(tǒng)整的實(shí)現(xiàn)方式,發(fā)現(xiàn)課程標(biāo)準(zhǔn)在內(nèi)容統(tǒng)整預(yù)設(shè)方面的主要問題,解析教科書內(nèi)容統(tǒng)整設(shè)計(jì)的的主要特點(diǎn)以及借助多種維度的課堂觀察,借助自編的分析工具進(jìn)行課程內(nèi)容統(tǒng)整特點(diǎn)的分析,從中歸納內(nèi)容統(tǒng)整在課程文本以及課堂教學(xué)層面的表征特點(diǎn)。 最后,在理論研究和實(shí)踐研究的基礎(chǔ)上,對(duì)本研究進(jìn)行了小結(jié),總結(jié)了若干我國(guó)課程統(tǒng)整尤其是科學(xué)課程統(tǒng)整方面亟待解決的問題,提出了相應(yīng)的解決方案。并就今后研究方向和內(nèi)容展開了簡(jiǎn)要的論述。
[Abstract]:This thesis takes the comprehensive science curriculum content integration as the research object, and develops the theoretical research and Practice Research of the scientific curriculum content integration. The research is divided into eight parts: the origin of the subject, the thought and method of the research, the literature review, the theory construction, the construction of the SCI model, the concept and the level of the curriculum content and the level of the teaching of science teachers, and the reality of the SCI model It is the core content of SCI model construction, the concept and level research of scientific teacher curriculum content integration and the research of SCI implementation as the core content of this study, as well as the important results based on theoretical and practical research.
First, from the long course of the international science curriculum reform, the balance between the way of integration and the demand of reality is always the goal pursued by the international science curriculum reform. Thus, it puts forward the practical significance of the integration of the content of science curriculum. It requires two core ideas to study the integration of the content of science curriculum: one is the current curriculum content system. The present situation of the whole research, especially the research status of the integration of the content of science curriculum; second, the study of the realistic state of the whole design of the content of science curriculum. The research on the literature review and practice around these two core ideas. The research object of the literature review mainly includes the research of the implementation of the science curriculum and the analysis of the current science curriculum in China. The focus and problems of the study are carried out, and the lack of content integration research in the course implementation is drawn. The definition of curriculum integration and related concepts is to classify and define the related concepts from the angle of standardizing the theory of curriculum integration in China, divided into two dimensions of subject center and student center, and clarify the core concepts of curriculum integration. On the basis of the study of curriculum integration at home and abroad, the gap between the study of curriculum integration and international research is put forward. On the basis of providing theoretical support for practical research, the theoretical construction is related to the selection of the research object, the construction theory of the model and the formation of the design framework of the classroom observation and research. The exploration of theory.
Secondly, based on the study of curriculum integration theory, the analysis model of scientific curriculum content integration is extracted - the core elements of the SCI model, which have two levels of level, are used in the integration orientation and integration principle of macro theoretical analysis, the integration model for micro operation analysis, clues and intensity and so on. We need to construct the macro elements of SCI model, that is, theoretical elements, content elements and methodological elements, so as to illustrate the basic framework of practical research.
Thirdly, from the perspective of the implementation of science curriculum, this paper investigates the knowledge and use of content integration in the implementation of the curriculum of science teachers, and investigates the level of the integration of scientific teachers with the help of tests. The results show that the presupposition of standard content integration is not specific enough to adapt to the integration of the content of the teaching materials and the content of the content. The lack of integrated teaching skills leads to the problem of low integration frequency in classroom teaching. Is there any problem in the course text and classroom teaching? What is the variation in the elements of the curriculum implementation? How is the variation degree? In the practice research part, the curriculum standards based on the SCI model are explored. And the realization mode of the content integration in the classroom teaching, the main problems of the curriculum standard in the content integration presupposition are found, the main features of the textbook integration design are analyzed, and the classroom observation with the aid of various dimensions is used to analyze the characteristics of the course content integration with the help of the self compiled analysis tools, and the contents are summed up in the curriculum from the contents. The characteristics of the text and the classroom teaching level.
Finally, on the basis of theoretical and practical research, a summary of the research is made, and some problems which need to be solved in the integration of curriculum integration, especially in the science curriculum, are summarized, and the corresponding solutions are put forward, and the future research direction and content are briefly discussed.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G423

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 鄭毓;初中科學(xué)教材統(tǒng)整組織問題研究[D];寧波大學(xué);2012年

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本文編號(hào)：1890552