本文選題：科學寫作 + 科學教學��； 參考：《西南大學》2016年碩士論文

【摘要】：科學素養(yǎng)與語言息息相關。語言既是科學素養(yǎng)的內(nèi)涵要求又是具有科學素養(yǎng)的外在表現(xiàn)。這種語言在科學中就表現(xiàn)為科學閱讀和科學寫作。正如威靈頓(Wellington,J)和奧斯波爾(Osborne,J)指出,如果科學教育中不重視閱讀、寫作與討論等活動,就猶如無帆之船,難以達成既定的目標。1在國外和臺灣地區(qū)經(jīng)過長期教學實踐與研究,已發(fā)展出多種科學寫作策略與寫作模式。而在大陸地區(qū),相關研究還處于對科學寫作的定義和對在教學中運用科學寫作的必要性進行闡述的階段,教學實踐也還停留在偏向于抄寫以及重復已知知識這種低層次的寫作活動�？茖W寫作為學生學習和科學素養(yǎng)的培養(yǎng)提供了新的視角,無論從教學實際還是理論研究的角度,在倡導課程教學改革的今天,有關科學寫作的研究大有可為。介于以上研究背景,搜集整理有關科學寫作研究的文獻資料,認識到科學寫作活動中突破傳統(tǒng)寫作中只重拼字、文法以及修辭的現(xiàn)象,更強調(diào)鼓勵學生表達科學心得與想法,科學寫作的內(nèi)涵是學生學習科學過程中認知的發(fā)展與思維的外在表征,將科學寫作有效運用于教學,能通過增進學生認知策略的使用,增強學生的科學推理能力,創(chuàng)造以學習者為中心的學習環(huán)境,并能作為師生間雙向溝通的媒介,從而對學生學習科學產(chǎn)生幫助,促進學生科學素養(yǎng)的培養(yǎng)。搜集并整理相關文獻資料發(fā)現(xiàn),國外及臺灣地區(qū)經(jīng)過長期教學實踐,發(fā)展出的科學寫作策略大致可分為創(chuàng)作類型的寫作策略和引導類型的寫作策略兩大類。KWL(What I Know-Want to learn-Learned)表格,網(wǎng)絡圖(Context map)搭建寫作腳手架策略等策略在教學中運用比較廣泛。同時,問題引導式科學寫作模式、啟發(fā)式科學寫作模式(the Science Writing Heuristic,SWH)、錨定式科學寫作模式等寫作模式發(fā)展較為成熟。問題引導式寫作模式的特點主要是在進行寫作前,學生與學生、教師間以提問的方式,作簡短的討論。啟發(fā)式科學寫作模式以知識轉換模式(Knowledge-transforming model)為理論基礎,主要引導學生從啟動先備知識與經(jīng)驗、觀察與收集資料、討論、假設、驗證、參考比照其他資料、反思學習經(jīng)驗、進行小組討論與寫作,通過這樣的過程逐步建構出自己對科學概念的理解。模式中強調(diào)學生為主體,教師為學生學習搭建腳手架,模式強調(diào)可在實際教學中靈活運用,并非一套固定或線性的科學寫作模式。錨定式科學寫作模式在綜合Bell的錨定教學、KWL表格、網(wǎng)絡圖(Context map)等相關科學寫作教學經(jīng)驗的基礎上形成,基本操作流程為教師設計一個動手操作或是實驗觀察的互動式學習環(huán)境,讓學生在此學習活動中,運用已經(jīng)學習過的概念當作錨,引導學生利用這些概念去整合觀察到的現(xiàn)象,進而利用概念間的關系,形成自己的科學想法。模式強調(diào)教學中創(chuàng)設互動環(huán)境連結學生先存知識,強調(diào)將教學歷程切割成具有邏輯連貫的教學活動與寫作任務。這些成熟的科學寫作模式,為后來的科學寫作研究與教學提供了很好的研究和實踐經(jīng)驗。以重慶市九龍坡區(qū)X小學三年級97名學生為對象,進行錨定式科學寫作之的空氣的秘密教學實驗研究,收集學生《“空氣的秘密”學習檢測題》前后測,以檢核錨定式科學寫作對學生學習的成效,并建立寫作文本評分標準評價檢核教學后學生寫作品質(zhì)的提升。實驗結果顯示,兩個班在學習檢測題成績對方差距明顯。此結果證明錨定式科學寫作教學能促進學生的學習成就。而從實驗班和對照班寫作文本評分對照表的數(shù)據(jù)可知,在所有寫作中,實驗班學生達到能整合原理、說明的比例(寫作得分3)比對照班高,支持錨定寫作能提升學生寫作品質(zhì)的論點。實驗結果證明了錨定式科學寫作教學能促進學生經(jīng)由科學寫作進行學習。但教學實施過程中發(fā)現(xiàn)了一些需要注意的問題,比如教學時間的掌控與教學活動數(shù)量的設定等問題。由此,在今后的教學實踐中,應更加注意教學活動量的設定以及各個教學活動與時間的安排,促進教學實施。
[Abstract]:Scientific literacy and language are closely related. The connotation of scientific literacy and language is the external manifestations of a scientific literacy. This language in science on the performance of science reading and science writing. As Wellington (Wellington, J) and Oswald Pohl (Osborne, J) pointed out that if the science education of the importance of reading and writing activities. The discussion, like a ship with no sails, it is difficult to reach the established goals of.1 in abroad and Taiwan through long-term teaching practice and research, has developed a variety of scientific writing strategies and writing mode. In mainland China, the related research is still in the stage of the definition and use of science writing in science writing the necessity of teaching, teaching practice also remains on the bias in the copy and duplicate the known knowledge to this low level of writing activities. Scientific writing as the cultivation of students' learning and scientific literacy. For a new perspective, whether from the perspective of theoretical research and teaching practice, in promoting the teaching reform of the course of science writing today. Have a brilliant future between the above research background, collecting relevant scientific research literature writing, realize scientific writing activities in traditional writing only spelling, grammar and rhetoric the phenomenon, more emphasis on encouraging students to express scientific experience and ideas, the connotation of scientific writing is the external representation of the development of student learning and thinking in the process of cognitive science, the science of writing effectively applied to teaching, can enhance the use of cognitive strategies, enhance the scientific reasoning ability of students, create a learner centered learning environment, and can be used as a two-way communication between teachers and students of the media, so as to help the students to learn science, and promote the cultivation of students' scientific literacy to collect and collate relevant. The literature found in Taiwan and abroad through long-term teaching practice, scientific writing strategy development can be roughly divided into the creation of types of writing strategies and writing strategies to guide type of two kinds of.KWL (What I Know-Want to learn-Learned) form (Context map) to build a network of writing strategies more scaffolding is widely used in teaching at the same time, the problem of guided science writing mode, science writing heuristic model (the Science Writing Heuristic, SWH), the development of anchored science writing mode of writing mode is mature. Characteristics of guided writing mode is mainly in writing, students and students, teachers in the form of a question, a brief discussion. The science writing heuristic model to knowledge conversion model (Knowledge-transforming model) as the theoretical basis, mainly to guide students from the start of prior knowledge and experience, the concept of Observe and collect information, discussion, hypothesis verification, contrasting with other reference data, reflect the learning experience, group discussion and writing, through this process gradually constructs his own understanding of scientific concepts. Mode emphasizes students as the main body, teachers' scaffolding for students to learn, can be in the actual teaching mode emphasizes flexible use is not a fixed or linear science writing mode. Anchored science writing mode in comprehensive Bell anchoring teaching, form KWL network (Context map) and other related science based on the experience of writing teaching form, the basic operation process for teachers to design a hands-on experiment or observation of the interactive learning environment then, let the students learning activities, the concept has been studied as an anchor, guide the students to use these concepts to integrate the observed phenomena, and then use the relationship between the concepts, form their own The model emphasizes the teaching of scientific ideas. Create interactive environment links students prior knowledge, emphasize the teaching process has cut into coherent teaching activities and writing tasks. These mature science writing mode, provides a good research and practical experience for the scientific research and teaching writing. Later, Jiulongpo District in Chongqing city X the third grade primary school 97 students as the object of anchored science writing air secret teaching experimental research, collect students "< the secret of air" learning examination > before and after the tests, writing on students' learning effectiveness to check the anchor and the establishment of the science of writing teaching evaluation standard for evaluation of students after the check the improvement of the quality of writing. The experimental results show that the two classes of learning problems in detection of other gap significantly. This result proves the anchored science writing teaching can enhance students' learning achievement from. The experimental class and the control class to write the score table of the data shows that in all writing, students in the experimental class can achieve the integration principle, the proportion (writing score of 3) higher than the control classes, support anchor writing to improve the students' writing quality points. Experimental results show that the anchored science writing teaching can promote students through scientific writing learning. Found some problems that need attention but the process of teaching, such as teaching time control and the number of teaching setting. Thus, teaching practice in the future, more attention should be set to the amount of teaching activities and various teaching activities and time arrangement, promote the implementation of teaching.

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.98

【相似文獻】

相關期刊論文 前10條

1 蔡鐵權;陳麗華;;科學教育中的科學寫作[J];全球教育展望;2010年04期

2 羅德清;陳凱;;美國華盛頓州高中生物測試題中的科學寫作[J];中學生物教學;2014年04期

3 汪明;李潔;;科學寫作:科學教育之有效路徑[J];當代教育與文化;2014年02期

4 劉翠;莊啟亞;;科學寫作:一種有效的化學教學工具[J];中學化學教學參考;2012年05期

5 陳凱;;分析美國教材的科學寫作主題[J];中學化學教學參考;2012年06期

6 傅鳴;陳凱;李偉;;美國高中教材《生物·生命的動力》中關于科學寫作的分析[J];中學生物學;2013年09期

7 陳凱;;美國小學科學教材中科學寫作的分析與啟示——以《科學啟蒙》教材中的“物質(zhì)科學”為例[J];現(xiàn)代中小學教育;2013年08期

8 羅日升;;融入式科學寫作對小學生學習成果和推理能力影響研究[J];中國科教創(chuàng)新導刊;2010年09期

9 劉翠;莊啟亞;陸青;，

本文編號：1732085