小學(xué)一至三年級(jí)學(xué)生在科學(xué)學(xué)習(xí)中構(gòu)建示意圖模型能力的研究
發(fā)布時(shí)間：2018-11-26 19:14
【摘要】：隨著國(guó)內(nèi)外對(duì)科學(xué)教育的重視程度的不斷提高,模型與建模逐漸被國(guó)內(nèi)外的教育研究者關(guān)注。美國(guó)最新公布的科學(xué)教育框架中所提出的8項(xiàng)“實(shí)踐”中有一項(xiàng)便是“建立并使用模型”。在科學(xué)學(xué)習(xí)中,模型往往是由教師提供,作為便于觀察與理解的工具,而沒(méi)有發(fā)展學(xué)習(xí)者對(duì)模型的觀點(diǎn)及建模的能力。模型與建模常被看成是一種抽象技能,對(duì)小學(xué)中、低年段的學(xué)生來(lái)說(shuō)還不具備這樣的能力。隨著對(duì)兒童發(fā)展研究的深入,人們發(fā)現(xiàn)兒童所具有的能力遠(yuǎn)比先前假設(shè)的要強(qiáng)。同時(shí)在美國(guó)《下一代科學(xué)教育標(biāo)準(zhǔn)》中也提出:“建�？梢詮淖畹湍昙�(jí)開(kāi)始”,同時(shí)針對(duì)小學(xué)中、低年級(jí)也制定了合適的標(biāo)準(zhǔn)。本研究以此為啟發(fā),以“示意圖”為模型類(lèi)型,以上海市一所小學(xué)一至三年級(jí)學(xué)生為研究對(duì)象,研究該年段學(xué)生是否具有構(gòu)建示意圖的能力,他們的能力又處于怎樣的水平,通過(guò)構(gòu)建示意圖所反映出的思維特點(diǎn)又是如何。本研究針對(duì)一至三年級(jí)學(xué)生設(shè)計(jì)相應(yīng)的主題任務(wù),通過(guò)查閱并整合國(guó)內(nèi)外研究者的相關(guān)研究,把整個(gè)建模實(shí)踐設(shè)定為“構(gòu)建初始示意圖——使用并評(píng)價(jià)示意圖——修正示意圖——展示最終示意圖”四個(gè)環(huán)節(jié),并從“經(jīng)驗(yàn)觀察水平”和“解釋水平”兩個(gè)方面來(lái)進(jìn)行建模水平的細(xì)分,共分為L(zhǎng)evel 0——Level 3四個(gè)水平,以此為標(biāo)準(zhǔn),根據(jù)不同的主題任務(wù)設(shè)定更詳細(xì)的評(píng)價(jià)標(biāo)準(zhǔn)。與此同時(shí),結(jié)合案例分析,通過(guò)研究對(duì)象所畫(huà)的示意圖和現(xiàn)場(chǎng)表述了解他們的思維特點(diǎn)。通過(guò)數(shù)據(jù)分析和案例分析,得出的結(jié)論是:(1)小學(xué)一至三年級(jí)的研究對(duì)象具有構(gòu)建示意圖的初步能力,隨著年級(jí)的升高,學(xué)生初步構(gòu)建示意圖的能力也有所提高。(2)認(rèn)知的發(fā)展對(duì)提高示意圖能力有直接作用。構(gòu)建示意圖的能力與個(gè)人對(duì)客觀世界相關(guān)現(xiàn)象或事物的觀察和了解的程度以及對(duì)某一現(xiàn)象或事物的思考的深度有關(guān)。
[Abstract]:With the increasing attention to science education at home and abroad, models and modeling have gradually been concerned by educational researchers at home and abroad. One of the eight "practices" proposed in the newly published framework of science education in the United States is "establishing and using models". In scientific learning, models are often provided by teachers as a tool for easy observation and understanding, without developing learners' views on models and their ability to model. Modeling and modeling is often seen as an abstract skill, which is not yet available to junior students in primary schools. With the further study of child development, it has been found that children have far better abilities than previously assumed. At the same time, "Modeling can start from the lowest grade" is also proposed in the "next Generation Science Education Standards" in the United States. At the same time, appropriate standards are also established for the lower grades in primary schools. This study is inspired by this, taking "schematic map" as the model type, taking the first to third grade students of a primary school in Shanghai as the research object, to study whether the students in that period have the ability to construct the schematic diagram, and what level their ability is in. How to reflect the characteristics of thinking through the construction of schematics. This study aims at designing the corresponding thematic tasks for the first to third grade students, by consulting and integrating the relevant research of domestic and foreign researchers. The entire modeling practice is set to "build the initial schematic-use and evaluate the schematic-modify the schematic-show the final schematic", The modeling level is subdivided into four levels of Level 0--Level 3 from two aspects of "experience observation level" and "interpretation level", which is regarded as the standard and sets more detailed evaluation criteria according to different subject tasks. At the same time, with the case analysis, through the study objects drawn schematic diagram and field expression to understand their thinking characteristics. Through data analysis and case analysis, the conclusions are as follows: (1) the subjects of grade one to three in primary school have the initial ability to construct schematics, and with the increase of grade, (2) Cognitive development plays a direct role in the improvement of schematic ability. The ability to construct schematics is related to the degree to which individuals observe and understand phenomena or things related to the objective world and the depth of thinking about a phenomenon or thing.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.6
本文編號(hào)：2359383
[Abstract]:With the increasing attention to science education at home and abroad, models and modeling have gradually been concerned by educational researchers at home and abroad. One of the eight "practices" proposed in the newly published framework of science education in the United States is "establishing and using models". In scientific learning, models are often provided by teachers as a tool for easy observation and understanding, without developing learners' views on models and their ability to model. Modeling and modeling is often seen as an abstract skill, which is not yet available to junior students in primary schools. With the further study of child development, it has been found that children have far better abilities than previously assumed. At the same time, "Modeling can start from the lowest grade" is also proposed in the "next Generation Science Education Standards" in the United States. At the same time, appropriate standards are also established for the lower grades in primary schools. This study is inspired by this, taking "schematic map" as the model type, taking the first to third grade students of a primary school in Shanghai as the research object, to study whether the students in that period have the ability to construct the schematic diagram, and what level their ability is in. How to reflect the characteristics of thinking through the construction of schematics. This study aims at designing the corresponding thematic tasks for the first to third grade students, by consulting and integrating the relevant research of domestic and foreign researchers. The entire modeling practice is set to "build the initial schematic-use and evaluate the schematic-modify the schematic-show the final schematic", The modeling level is subdivided into four levels of Level 0--Level 3 from two aspects of "experience observation level" and "interpretation level", which is regarded as the standard and sets more detailed evaluation criteria according to different subject tasks. At the same time, with the case analysis, through the study objects drawn schematic diagram and field expression to understand their thinking characteristics. Through data analysis and case analysis, the conclusions are as follows: (1) the subjects of grade one to three in primary school have the initial ability to construct schematics, and with the increase of grade, (2) Cognitive development plays a direct role in the improvement of schematic ability. The ability to construct schematics is related to the degree to which individuals observe and understand phenomena or things related to the objective world and the depth of thinking about a phenomenon or thing.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.6
【參考文獻(xiàn)】
相關(guān)期刊論文 前2條
1 孫可平;;科學(xué)教學(xué)中模型/模型化方法的認(rèn)知功能探究[J];全球教育展望;2010年06期
2 馬宏偉;楊封友;;模型方法在初中科學(xué)教學(xué)中的應(yīng)用探討[J];浙江教育科學(xué);2013年06期
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