本文選題：量規(guī) + IBL　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020)》明確提出探究性學(xué)習(xí)的重要性。同時(shí),《全日制義務(wù)教育科學(xué)課程標(biāo)準(zhǔn)(3-6)年級(jí)》中提出,科學(xué)學(xué)習(xí)要以探究為本。學(xué)生學(xué)習(xí)科學(xué)要親身實(shí)踐,動(dòng)手探究,在實(shí)踐中探究,在探究中學(xué)習(xí)。如今,實(shí)踐探究能力已經(jīng)成為國(guó)家培養(yǎng)人才的一項(xiàng)重要指標(biāo)。培養(yǎng)科學(xué)探究能力對(duì)提高公民的科學(xué)素養(yǎng),國(guó)家培育創(chuàng)新人才尤為重要。現(xiàn)階段我國(guó)小學(xué)開展探究性學(xué)習(xí)是提高中小學(xué)生科學(xué)素養(yǎng)最有效的途徑。以往研究表明,量規(guī)既可作為評(píng)價(jià)工具可以使學(xué)生自評(píng)又能實(shí)現(xiàn)同伴互評(píng),同時(shí)又作為學(xué)習(xí)工具,為學(xué)生的學(xué)習(xí)搭建“腳手架”,可以有效的提高學(xué)生的學(xué)習(xí)成效。而探究性學(xué)習(xí)充分發(fā)揮學(xué)生的主體作用,學(xué)生親自實(shí)踐通過“做中學(xué)”構(gòu)建新知識(shí)。因此,本研究依托“基于APT教學(xué)模型的智慧教室創(chuàng)新應(yīng)用”項(xiàng)目,設(shè)計(jì)了基于量規(guī)的IBL教學(xué)模式,以華中師范大學(xué)附屬小學(xué)5年級(jí)(3)班60名學(xué)生作為研究對(duì)象,采用準(zhǔn)實(shí)驗(yàn)研究法,結(jié)合了問卷調(diào)查、訪談法、課堂觀察等方法,全面探討了該教學(xué)模式對(duì)小學(xué)生科學(xué)探究能力、學(xué)業(yè)成績(jī)、科學(xué)學(xué)習(xí)動(dòng)機(jī)以及認(rèn)知負(fù)荷等方面的影響。根據(jù)本研究的實(shí)證調(diào)查數(shù)據(jù)及分析結(jié)果,本研究的主要結(jié)論如下:(1)從前后測(cè)試題成績(jī)來看,基于量規(guī)的IBL教學(xué)學(xué)生學(xué)習(xí)成績(jī)有顯著的積極影響,尤其表現(xiàn)在學(xué)生實(shí)驗(yàn)探究題和簡(jiǎn)答題的成績(jī)。(2)從學(xué)生的實(shí)驗(yàn)記錄單、觀察者的觀察量表以及學(xué)生探究能力評(píng)價(jià)量規(guī)的數(shù)據(jù)結(jié)合分析的結(jié)果可以得出,基于量規(guī)的IBL教學(xué)模式可以提高觀察記錄、得出結(jié)論的能力。(3)從學(xué)生調(diào)查問卷數(shù)據(jù)分析的結(jié)果看,在基于量規(guī)的IBL教學(xué)模式下,實(shí)驗(yàn)組與控制組的學(xué)生在學(xué)習(xí)動(dòng)機(jī)方面不存在顯著差異,但兩個(gè)組學(xué)生的學(xué)習(xí)動(dòng)機(jī)均較高。(4)通過分析認(rèn)知負(fù)荷調(diào)查問卷的數(shù)據(jù)得到基于量規(guī)的IBL教學(xué)加重了學(xué)生的認(rèn)知負(fù)荷,量規(guī)的運(yùn)用增加了學(xué)生的學(xué)業(yè)負(fù)擔(dān)。
[Abstract]:The outline of the National medium and long term Education Reform and Development Plan 2010-2020 > clearly points out the importance of inquiry learning. At the same time, in Grade 3-6 of the Science Curriculum Standard for Full-time compulsory Education, it is suggested that scientific study should be based on inquiry. Students should practice, explore in practice and learn in inquiry. Nowadays, the practical inquiry ability has become an important index for the country to train talents. It is very important to cultivate the ability of scientific inquiry to improve the citizen's scientific accomplishment and to cultivate innovative talents. At present, inquiry learning in primary schools is the most effective way to improve the scientific literacy of primary and middle school students. Previous studies have shown that the gauge can be used not only as an evaluation tool but also as a learning tool to set up scaffolding for students' learning, which can effectively improve the students' learning effectiveness. Inquiry learning gives full play to the main role of students, and students themselves practice the construction of new knowledge through "learning by doing". Therefore, based on the "innovative application of wisdom classroom based on apt teaching model", this study designed an IBL teaching model based on gauge, and took 60 students in Grade 3 of Grade 5 of Central China normal University as the research objects. By means of quasi-experimental research, questionnaire survey, interview and classroom observation, the effects of this teaching model on pupils' scientific inquiry ability, academic achievement, scientific learning motivation and cognitive load were discussed in an all-round way. According to the empirical investigation data and analysis results of this study, the main conclusions of this study are as follows: 1) from the point of view of the results of the test questions before and after, the results of IBL teaching students based on gauge have a significant positive effect. The results can be obtained from the student's experimental record sheet, the observer's observation scale and the data of the student's inquiry ability evaluation gauge, especially in the scores of the students' experimental inquiry questions and the short answer questions. IBL teaching model based on gauge can improve observation record and draw conclusion. (3) from the result of data analysis of student questionnaire, under the IBL teaching mode based on gauge, There was no significant difference in learning motivation between the experimental group and the control group, but the learning motivation of the two groups was higher. 4) by analyzing the data of cognitive load questionnaire, IBL teaching based on gauge increased the students' cognitive load. The application of the gauge increases the student's academic burden.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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