本文選題：科學(xué)本質(zhì)觀　切入點(diǎn)：生物科學(xué)史　出處：《江西師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著新課程改革逐漸地深入,生物科學(xué)史為開(kāi)展科學(xué)本質(zhì)教學(xué)提供了重要素材,為提高學(xué)生科學(xué)本質(zhì)觀也具有十分重要的意義�？v觀國(guó)內(nèi)學(xué)生科學(xué)本質(zhì)觀研究,運(yùn)用科學(xué)史是有效提高學(xué)生科學(xué)本質(zhì)觀的主要方法。本文從師生的角度,以江西省部分地區(qū)(南昌、贛州和宜春)的部分生物教師和豐城市三所高中(豐城中學(xué)、豐城二中和拖船中學(xué))的部分學(xué)生為研究對(duì)象,調(diào)查了運(yùn)用生物科學(xué)史的教學(xué)現(xiàn)狀,在分析問(wèn)卷后發(fā)現(xiàn)其存在的問(wèn)題。在此基礎(chǔ)上,探尋運(yùn)用生物科學(xué)史提高學(xué)生科學(xué)本質(zhì)觀的教學(xué)策略并將其融入教學(xué)設(shè)計(jì),將此教學(xué)設(shè)計(jì)運(yùn)用于豐城二中高二生物課堂。此外,運(yùn)用前后測(cè)量表測(cè)量對(duì)照班和實(shí)驗(yàn)班學(xué)生科學(xué)本質(zhì)觀水平在教學(xué)實(shí)驗(yàn)前后發(fā)生的變化,從而評(píng)估運(yùn)用生物科學(xué)史教學(xué)策略的有效性。研究結(jié)果如下:通過(guò)分析教師調(diào)查問(wèn)卷發(fā)現(xiàn),教師運(yùn)用科學(xué)史教學(xué)的現(xiàn)狀不夠樂(lè)觀,主要表現(xiàn)在大多數(shù)教師不熟悉生物科學(xué)史內(nèi)容,教師使用的科學(xué)史內(nèi)容比較簡(jiǎn)單(主要是直接陳述課本上的內(nèi)容)。雖然大多數(shù)生物教師承認(rèn)科學(xué)史蘊(yùn)含著豐富的價(jià)值,但是對(duì)具體價(jià)值認(rèn)識(shí)不清晰。實(shí)際教學(xué)中教師引入科學(xué)史的教學(xué)方法以講解為主,教學(xué)組織形式單一,教師處于主體地位,雖然學(xué)生對(duì)科學(xué)史有濃厚的興趣但總是處于被動(dòng)學(xué)習(xí)的狀態(tài)。另外,教師獲取科學(xué)史資料的途徑單一且很少深入的挖掘科學(xué)史中蘊(yùn)含的一些科學(xué)本質(zhì),運(yùn)用生物科學(xué)史進(jìn)行教學(xué)只是為了提高學(xué)生的學(xué)習(xí)興趣。學(xué)生調(diào)查問(wèn)卷結(jié)果顯示,雖然學(xué)生對(duì)科學(xué)史很感興趣,但是他們獲取生物科學(xué)史內(nèi)容主要是通過(guò)教師在課堂上介紹的科學(xué)史內(nèi)容以及課本上現(xiàn)有的科學(xué)史料,對(duì)科學(xué)史內(nèi)容的學(xué)習(xí)不夠理想。通過(guò)對(duì)高中生物必修模塊科學(xué)史內(nèi)容進(jìn)行分析,確定了《孟德?tīng)柕耐攵闺s交實(shí)驗(yàn)(一)》、《DNA是主要的遺傳物質(zhì)的發(fā)現(xiàn)》、《DNA雙螺旋結(jié)構(gòu)的發(fā)現(xiàn)》三個(gè)教學(xué)主題,嘗試探索與之相對(duì)應(yīng)的教學(xué)設(shè)計(jì)并將其運(yùn)用到真實(shí)的生物課堂教學(xué)中。通過(guò)分析對(duì)照班和實(shí)驗(yàn)班科學(xué)本質(zhì)觀前后測(cè)量結(jié)果發(fā)現(xiàn),在進(jìn)行科學(xué)史教學(xué)策略教學(xué)后,實(shí)驗(yàn)班學(xué)生的科學(xué)本質(zhì)觀總得分有所提高,科學(xué)事業(yè)本質(zhì)和科學(xué)探究本質(zhì)得分也稍有提高,盡管都未出現(xiàn)顯著性差異�？赡艿脑蚴强茖W(xué)本質(zhì)觀教學(xué)是個(gè)循序漸進(jìn)的過(guò)程,而本次課堂實(shí)踐研究持續(xù)時(shí)間較短,未能充分發(fā)揮生物科學(xué)教學(xué)策略的作用�？梢�(jiàn),運(yùn)用生物科學(xué)史教學(xué)策略達(dá)到提高學(xué)生科學(xué)本質(zhì)觀的目的需要進(jìn)行長(zhǎng)期地教學(xué)實(shí)踐。
[Abstract]:With the deepening of the new curriculum reform, the history of biological science provides important materials for the development of science essence teaching, and also has very important significance for improving students' scientific essence view. Applying the history of science is the main method to effectively improve the students' view of the essence of science. From the point of view of teachers and students, this paper focuses on some biology teachers in parts of Jiangxi Province (Nanchang, Ganzhou and Yichun) and three high schools in Fengcheng (Fengcheng Middle School). Part of the students of Fengcheng No. 2 Middle School and tugboat Middle School) investigated the teaching situation of applying the history of biological science, and found the existing problems after analyzing the questionnaire. This paper explores the teaching strategy of applying the history of biological science to improve students' view of nature of science and integrates it into the teaching design, and applies the teaching design to the biology classroom of the second Middle School of Fengcheng Middle School. The changes of the students' scientific essence level before and after the teaching experiment were measured by using the pre-and post-test scale. The results are as follows: through the analysis of teachers' questionnaire, we find that the current situation of teachers' teaching of history of science is not optimistic enough. This is mainly reflected in the fact that most teachers are not familiar with the contents of the history of biological science, and the contents of the history of science used by teachers are relatively simple (mainly to state the contents of the textbooks directly.) although most biology teachers admit that the history of science contains rich value, However, there is no clear understanding of the specific value. In the actual teaching, the teaching method of introducing the history of science is mainly explained, the form of teaching organization is single, and the teacher is in the main position. Although students have a strong interest in the history of science, they are always in a state of passive learning. In addition, teachers have a single way of obtaining information on the history of science and rarely dig deeply into some of the scientific nature contained in the history of science. The use of the history of biological science in teaching is only intended to increase the students' interest in learning. The results of the student questionnaire show that although students are very interested in the history of science, But they get the content of the history of biological science mainly through the history of science introduced by the teacher in the classroom and the existing scientific historical data from the textbook. The study of the history of science is not ideal. Through the analysis of the content of the history of science in the required module of biology in senior high school, "Mendel's bowl bean cross experiment (I)", "DNA is the main genetic material discovery", "DNA double helix structure discovery", "three teaching topics", This paper attempts to explore the corresponding teaching design and apply it to the real biology classroom teaching. By analyzing the results of the measurement before and after analyzing the scientific essence view of the control class and the experimental class, it is found that after the teaching strategy of the history of science is taught, The total scores of the students of the experimental class have been improved, and the scores of the essence of scientific undertaking and the essence of scientific inquiry have also been slightly improved, although there is no significant difference between them, the possible reason is that the teaching of the concept of scientific essence is a gradual and progressive process. However, the duration of this classroom practice study is relatively short and the role of biological science teaching strategy has not been fully brought into play. Therefore, it is necessary to carry out long-term teaching practice to achieve the purpose of improving students' view of nature of science by using the teaching strategy of history of biological science.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 冀林;;基于“HPS科學(xué)史教學(xué)模式”的課堂實(shí)踐[J];物理通報(bào);2014年01期

2 李安靜;汪忠;;基于科學(xué)本質(zhì)的特征開(kāi)展生物科學(xué)史教學(xué)的探討[J];生物學(xué)教學(xué);2012年07期

3 季薛慶;;顯性途徑的科學(xué)本質(zhì)教學(xué)探索——以“太陽(yáng)系”教學(xué)為例[J];課程·教材·教法;2010年07期

4 蔡其勇;靳玉樂(lè);;科學(xué)的本質(zhì)與學(xué)生科學(xué)本質(zhì)觀的培養(yǎng)[J];課程.教材.教法;2008年09期

5 張穎之;劉恩山;;科學(xué)本質(zhì)教育的課堂教學(xué)方法初探[J];課程.教材.教法;2007年10期

6 王健;劉恩山;;“科學(xué)本質(zhì)”的研究及其進(jìn)展[J];生物學(xué)通報(bào);2007年06期

7 梁永平;寧君迎;;高中生微觀認(rèn)識(shí)學(xué)習(xí)中科學(xué)本質(zhì)觀的調(diào)查研究[J];化學(xué)教育;2007年01期

8 袁維新;;簡(jiǎn)論科學(xué)本質(zhì)觀的類(lèi)型與特征[J];科學(xué)技術(shù)與辯證法;2006年01期

9 王秀紅;歷晶;;運(yùn)用科學(xué)史培養(yǎng)初中生的科學(xué)本質(zhì)觀[J];化學(xué)教育;2005年12期

10 童秀英,沃建中;高中生創(chuàng)造性思維發(fā)展特點(diǎn)的研究[J];心理發(fā)展與教育;2002年02期

相關(guān)碩士學(xué)位論文 前1條

1 陳維霞;科學(xué)本質(zhì)觀的調(diào)查研究及對(duì)理科師范教育的啟示[D];南京師范大學(xué);2006年

，

本文編號(hào)：1632893