本文選題：機(jī)制 + 機(jī)制推理��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：遷移是科學(xué)學(xué)習(xí)中的普遍現(xiàn)象,同時(shí)也在科學(xué)學(xué)習(xí)中起著重要的作用。美國(guó)國(guó)家理事會(huì)NRC發(fā)布的《K-12科學(xué)教育框架》中將核心概念和跨學(xué)科概念設(shè)為主要學(xué)習(xí)內(nèi)容,其理論基礎(chǔ)正是學(xué)習(xí)遷移;我國(guó)最新版小學(xué)科學(xué)課程標(biāo)準(zhǔn),在劃分的學(xué)段目標(biāo)九要素中也專(zhuān)門(mén)提出“遷移應(yīng)用”一項(xiàng)。在科學(xué)知識(shí)呈指數(shù)式增長(zhǎng)且互聯(lián)網(wǎng)信息技術(shù)日益發(fā)達(dá)的大背景下,科學(xué)教育越來(lái)越需要倚重學(xué)習(xí)遷移,為學(xué)生打造最基礎(chǔ)、最具遷移力的思維圖式,以使學(xué)生在學(xué)習(xí)中能觸類(lèi)旁通、舉一反三,能夠成為具有終身學(xué)習(xí)能力的科學(xué)學(xué)習(xí)者、科學(xué)知識(shí)的使用者乃至創(chuàng)造者。機(jī)制推理是科學(xué)研究的重要組成部分,將機(jī)制推理引入科學(xué)學(xué)習(xí),有助于提升科學(xué)研究效率和結(jié)論可靠性,發(fā)展創(chuàng)造性思維,增進(jìn)知識(shí)遷移以及科學(xué)本質(zhì)觀。因此,本研究首先通過(guò)文獻(xiàn)法對(duì)國(guó)內(nèi)外有關(guān)“機(jī)制”的研究進(jìn)行了全面、詳細(xì)的梳理,為本課題的開(kāi)展提供系統(tǒng)的理論依據(jù)。隨后以4年級(jí)學(xué)生“熱脹冷縮”單元學(xué)習(xí)為例,劃分實(shí)驗(yàn)組與對(duì)照組探索深入機(jī)制的小學(xué)科學(xué)教學(xué)與學(xué)生學(xué)習(xí)遷移之間的關(guān)系,并對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行詳細(xì)歸因分析,并在此基礎(chǔ)上提出提升科學(xué)學(xué)習(xí)遷移水平的相關(guān)建議。研究主要圍繞以下幾個(gè)問(wèn)題展開(kāi):1.“機(jī)制”這一概念是什么?什么樣的教學(xué)是深入機(jī)制的教學(xué)?2.怎樣在課堂教學(xué)中融入機(jī)制,如何編寫(xiě)深入機(jī)制的教學(xué)設(shè)計(jì)?3.深入機(jī)制的小學(xué)科學(xué)教學(xué)與學(xué)生的學(xué)習(xí)遷移有何關(guān)系?4.實(shí)驗(yàn)研究結(jié)果的歸因分析,以及如何從機(jī)制推理方面入手優(yōu)化小學(xué)科學(xué)教學(xué)?針對(duì)以上問(wèn)題,通過(guò)國(guó)外對(duì)機(jī)制推理行為的已有研究編寫(xiě)深入機(jī)制的小學(xué)科學(xué)熱脹冷縮單元的實(shí)驗(yàn)案和教參式一般性教案,設(shè)計(jì)測(cè)試工具和訪談提綱,對(duì)學(xué)生學(xué)習(xí)遷移進(jìn)行實(shí)驗(yàn)研究。經(jīng)過(guò)前后測(cè)試調(diào)查結(jié)果顯示,在學(xué)習(xí)遷移劃分的三個(gè)維度上,實(shí)驗(yàn)組近遷移水平、遠(yuǎn)遷移水平以及社會(huì)文化層面的遷移水平的提升程度均優(yōu)于對(duì)照組;具體歸因?yàn)橐韵滤狞c(diǎn):(1)指向深層機(jī)制的探究活動(dòng)設(shè)置是提升學(xué)習(xí)遷移水平的主要因素;(2)深入機(jī)制的討論給想法提供了充分的表達(dá)交流空間,是提升學(xué)習(xí)遷移能力的必要條件;(3)教師追問(wèn)的解釋層次定位對(duì)學(xué)生探究能否深入機(jī)制有顯著影響;(4)類(lèi)比推理是學(xué)生構(gòu)建機(jī)制性解釋的重要資源。此外,從兩個(gè)實(shí)驗(yàn)班的差異可以得知班級(jí)“領(lǐng)頭羊”對(duì)提升學(xué)習(xí)遷移也有積極促進(jìn)作用。最后,從機(jī)制性層面提升學(xué)習(xí)遷移水平來(lái)對(duì)小學(xué)科學(xué)教學(xué)設(shè)計(jì)與課堂提出幾點(diǎn)建議:(1)科學(xué)教學(xué)目標(biāo)應(yīng)更多體現(xiàn)對(duì)學(xué)生參與機(jī)制性活動(dòng)的認(rèn)知行為要求;(2)科學(xué)教學(xué)活動(dòng)設(shè)置應(yīng)為深入機(jī)制的思考創(chuàng)設(shè)空間;(3)科學(xué)教學(xué)應(yīng)采用“層次下延”的追問(wèn)方式,關(guān)注類(lèi)比推理的使用,以促進(jìn)學(xué)生機(jī)制性思考的深入發(fā)展;(4)發(fā)揮班級(jí)“領(lǐng)頭羊”作用有利于帶動(dòng)班級(jí)機(jī)制性思考。
[Abstract]:Transfer is a common phenomenon in scientific learning and also plays an important role in scientific learning. The Framework of K-12 Science Education, published by NRC of the National Council of the United States, sets core concepts and interdisciplinary concepts as the main learning contents, the theoretical basis of which is the transfer of learning, and the latest edition of science curriculum standards for primary schools in China. "transfer application" is also put forward in the nine elements of the division. With the exponential growth of scientific knowledge and the increasing development of Internet information technology, science education needs to rely more and more on learning transfer to create the most basic and most transferable thinking schema for students. In order to make the students learn by analogy and draw a conclusion from one another, they can become science learners, users and even creators of scientific knowledge with lifelong learning ability. Mechanism reasoning is an important part of scientific research. The introduction of mechanism reasoning into scientific learning will help to improve the efficiency and reliability of scientific research, develop creative thinking, enhance knowledge transfer and scientific essence view. Therefore, this research firstly makes a comprehensive and detailed research on the "mechanism" at home and abroad through the literature method, and provides a systematic theoretical basis for the development of this subject. Then, taking the "heat expansion and cold contraction" unit learning of grade 4 students as an example, this paper divides the relationship between the experimental group and the control group to explore the deep mechanism between the primary school science teaching and the students' learning transfer, and makes a detailed attribution analysis of the experimental results. On the basis of this, some suggestions are put forward to improve the level of scientific learning transfer. The research focuses on the following questions: 1. What is the concept of "mechanism"? What kind of teaching is going deep into the mechanism of teaching? How to integrate the mechanism in classroom teaching and how to compile the teaching design of deep mechanism. What is the relationship between the deep mechanism of primary school science teaching and the students' learning transfer? The attribution analysis of the experimental research results and how to optimize the primary school science teaching from the aspect of mechanism reasoning? In view of the above problems, through the existing research on the reasoning behavior of mechanism in foreign countries, we write the experimental plan and the general teaching plan of the scientific thermal expansion and contraction unit of primary school with deep mechanism, design test tools and interview outline. An experimental study was carried out on the transfer of students' learning. The results of pre-and post-test showed that in the three dimensions of learning transfer, the level of near-transfer, the level of distant migration and the level of sociocultural transfer in the experimental group were better than those in the control group. Specifically attributed to the following four points: 1) the setting of inquiry activities pointing to the deep mechanism is a major factor in improving the level of learning transfer. (2) the in-depth discussion of the mechanism provides ample space for the expression and exchange of ideas. It is a necessary condition to improve the ability of learning transfer. (3) the position of explanation level of teacher's inquiry has a significant influence on the mechanism of students' inquiry. (4) analogical reasoning is an important resource for students to construct systematic explanation. In addition, from the differences between the two experimental classes, it can be concluded that the class leader has a positive effect on the promotion of learning transfer. Finally, Some suggestions on Primary School Science Teaching Design and classroom from the Mechanism level: 1) the goal of Science Teaching should more embody the Cognitive behavior requirement of students participating in Institutional activities We should create a space for further thinking about the mechanism. (3) the scientific teaching should adopt the method of "delving at the lower level". Pay attention to the use of analogical reasoning, in order to promote the further development of students' institutional thinking, give play to the class "leader" role is conducive to promote class institutional thinking.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.6

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