本文選題：科學(xué)探究　切入點(diǎn)：科學(xué)素養(yǎng)　出處：《廣西師范大學(xué)》2017年碩士論文

【摘要】：本文是對植物蒸騰作用一節(jié)展開的教學(xué)設(shè)計(jì)研究。筆者通過自身對蒸騰作用的幾個(gè)問題進(jìn)行實(shí)驗(yàn)探究,借助生活化的實(shí)驗(yàn)材料,在探究中記錄遇到的問題,新發(fā)現(xiàn),并將第一手的素材進(jìn)行整理開發(fā)成關(guān)于蒸騰作用的探究活動(dòng)。以探究活動(dòng)的形式開展教學(xué)。在活動(dòng)中,筆者發(fā)現(xiàn)學(xué)生在日常生活生產(chǎn)中會(huì)生成一些前概念,而這些往往阻礙他們對植物蒸騰作用概念和相關(guān)知識(shí)點(diǎn)的理解,因此決定立足浙教版初中科學(xué)八年級(jí)蒸騰作用一節(jié),以科學(xué)探究活動(dòng)的形式對蒸騰作用一節(jié)進(jìn)行教學(xué)設(shè)計(jì)研究。蒸騰作用是初中階段的重難點(diǎn)內(nèi)容,需要學(xué)生更多地理解其深層內(nèi)涵,而學(xué)生頭腦中的前概念就如同攔路虎,會(huì)對這部分知識(shí)的消化吸收有所阻礙。本文希望通過開展生活化的科學(xué)探究活動(dòng)去引導(dǎo)學(xué)生消除前概念,更好的理解蒸騰作用相關(guān)概念和原理。而科學(xué)探究作為作為科學(xué)教育的一種重要途徑,對學(xué)生科學(xué)思維的發(fā)展,探究能力的鍛煉和科學(xué)素養(yǎng)的培養(yǎng)都有著積極的促進(jìn)作用。在筆者對蒸騰作用的實(shí)驗(yàn)探究中,提煉了以下兩個(gè)問題進(jìn)行探究:1.蒸騰作用的水是從什么地方散發(fā)出來的?2.蒸騰作用的影響因素有哪些?通過探究實(shí)驗(yàn),筆者發(fā)現(xiàn),可以設(shè)置更多的實(shí)驗(yàn)材料組,以一種新的角度來探究這兩個(gè)問題,例如實(shí)驗(yàn)中選擇樹冠茂盛和稀疏的桂花樹枝,有根但是葉片數(shù)量不同的水生植物大藻進(jìn)行實(shí)驗(yàn)。在后續(xù)的探究活動(dòng)中,將這些豐富的實(shí)驗(yàn)材料呈現(xiàn)給學(xué)生,讓他們對其根據(jù)形態(tài)特點(diǎn)進(jìn)行分類,然后教師再創(chuàng)設(shè)情境,將這些歸類好的材料放入盛有水的容器中,通過這樣的一個(gè)情境,讓學(xué)生們預(yù)測哪一個(gè)容器水分減少的多,并以這個(gè)問題為開端引伸出蒸騰作用的概念,它的影響因素有哪些,然后讓學(xué)生們圍繞這兩個(gè)問題設(shè)計(jì)實(shí)驗(yàn)進(jìn)行探究。在這個(gè)過程中,面對豐富的材料,學(xué)生們會(huì)紛紛提出自己的猜想,這些猜想中就會(huì)暴露日常積累的前概念。教師收集整理并分析這些前概念,在之后的課中結(jié)合學(xué)生的探究實(shí)驗(yàn),引發(fā)學(xué)生的認(rèn)知沖突,使學(xué)生們能夠更容易接受新的科學(xué)知識(shí)。此次蒸騰作用的教學(xué)設(shè)計(jì)研究共分三個(gè)階段,第一階段為筆者自身的實(shí)驗(yàn)探究,第二階段為科學(xué)探究活動(dòng)的設(shè)計(jì)開展,最后進(jìn)行歸納整理總結(jié)成教學(xué)設(shè)計(jì)。以科學(xué)探究活動(dòng)來開展教學(xué),在促進(jìn)學(xué)生掌握科學(xué)知識(shí)的同時(shí),培養(yǎng)學(xué)生的科學(xué)素養(yǎng),在動(dòng)腦動(dòng)手中鍛煉學(xué)生設(shè)計(jì)科學(xué)實(shí)驗(yàn),運(yùn)用科學(xué)知識(shí)去發(fā)現(xiàn)并應(yīng)對真實(shí)情境問題的能力。綜上所述,筆者將以教材為本,在自身實(shí)驗(yàn)探究的基礎(chǔ)上,進(jìn)行科學(xué)探究活動(dòng)設(shè)計(jì),以期通過這樣一種方式,讓學(xué)生能夠更好地理解蒸騰作用一節(jié)的內(nèi)容。此外,本文也將對筆者在實(shí)驗(yàn)探究和探究活動(dòng)設(shè)計(jì)中的主要內(nèi)容和困惑以及教學(xué)設(shè)計(jì)中的個(gè)人理解進(jìn)行呈現(xiàn),希望能給后續(xù)相關(guān)題材研究和教學(xué)設(shè)計(jì)提供些參考和幫助。
[Abstract]:This is a research on teaching design of plant transpiration section expansion. The author carries out experiments to investigate several problems on their own through transpiration, with the aid of experimental material life, the new found record in the inquiry, and will, first hand material for the development of finishing transpiration. To carry out research activities to explore the teaching activities. At the event, the author found that the students will generate some concepts in everyday life, and these often hinder their understanding of the concept of plant transpiration and related knowledge, so the decision based on Earth Science in junior high school grade eight transpiration section, with scientific inquiry activities in the form of transpiration a section of instructional design and research. The transpiration is heavy and difficult content in junior high school, students need to understand the deep connotation of more, but in the minds of students before the concept As a stumbling block, for this part of the knowledge absorption way. This paper hopes to carry out life science inquiry activities to guide students to eliminate the concept of understanding transpiration and principle better. Scientific research as a science education the important way, the development of students' scientific thinking, cultivation ability to exercise and scientific literacy have a positive role in the research. Experiments on transpiration, refining the following two problems: 1. to explore the transpiration of water is from what place sends out here? What are the 2. factors affecting transpiration? Through the inquiry experiment, the author found that you can set the experimental group more material, with a new perspective to explore these two issues, selection of sweet scented osmanthus branches flourish and sparse canopy for example experiment, but a number of different leaves Large aquatic plants algae experiment. In the subsequent inquiry activities, will present these rich experimental materials to the students, let them based on the morphological characteristics of the classification, then the teacher to create situations, classifies these good materials into the container containing water, through a situation like this, let the students to predict whether a container water reduced, and this problem is the beginning of the extension of the concept of transpiration, what are the factors affecting it, and then let the students to explore around the two problems in the design of experiment. In this process, the surface of rich materials, students will have to put forward their own conjecture the concept, the daily accumulation will expose the conjecture. These teachers are collected and analyzed before these concepts, combined with the experimental inquiry of students after class, the students' cognitive conflict, so that students can easily accept The new knowledge of science. The research on the teaching design of transpiration is divided into three stages, the first stage is the author's own experimental research, carry out scientific inquiry activities designed for the second stage, finally summed up summed up the teaching design. With scientific inquiry activities to carry out teaching, to promote students to master scientific knowledge at the same time. The cultivation of students' scientific literacy, in exercise science experiment design of mental and physical work of students, the use of scientific knowledge and the ability to deal with the real situation to find problems. To sum up, the author will be based on the textbook for this, based on its experimental inquiry, inquiry activities of scientific design, through such a way, so that students can better to understand the contents of the transpiration section. In addition, this paper will also be on the experimental inquiry and inquiry activities in the design of the main content and the confusion and teaching design in person The understanding is presented, hoping to provide some reference and help to the follow-up research and teaching design.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.98

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