本文選題：中美教材 + 核心概念��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：生物核心概念是生物學(xué)科的主干知識(shí),是生物知識(shí)體系中最核心的部分。教材核心概念的科學(xué)編排,是教師落實(shí)核心概念教學(xué)的基礎(chǔ);學(xué)生也只有在掌握核心概念的基礎(chǔ)之上,才能很好地構(gòu)建生命科學(xué)知識(shí)體系。本研究以滬科版高中生物教材《生命科學(xué)》和美國(guó)主流高中生物教材《生物生命的動(dòng)力》作為研究對(duì)象,主要運(yùn)用文獻(xiàn)法、比較研究法、數(shù)理統(tǒng)計(jì)法、歸納法等研究方法,在涵蓋知識(shí)點(diǎn)、定義、引入方式、呈現(xiàn)方式、鞏固方式等方面將核心概念進(jìn)行比較研究。對(duì)兩國(guó)教材進(jìn)行比較研究證明:雖然兩國(guó)教材核心概念涵蓋的知識(shí)點(diǎn)有所差異,但都是圍繞“生命的物質(zhì)”、“遺傳與變異”、“進(jìn)化”、“生物多樣性”等核心概念來編排的;兩國(guó)教材核心概念定義相似度達(dá)到90%,可以認(rèn)為對(duì)于核心概念的定義兩國(guó)教材在很大程度上是一致的;在核心概念習(xí)得過程中,都設(shè)置了一系列探究實(shí)驗(yàn)輔助核心概念教學(xué),注重培養(yǎng)學(xué)生的思維和動(dòng)手能力;核心概念的鞏固都強(qiáng)調(diào)能力與生活化。但同時(shí)兩國(guó)教材對(duì)核心概念的表征又各具特點(diǎn)。中國(guó)教材對(duì)概念定義的表述相對(duì)更完整,更具專業(yè)性,力求給學(xué)生一個(gè)相對(duì)完善的知識(shí)體系;在概念呈現(xiàn)過程中,我國(guó)教材遵循學(xué)生的認(rèn)知規(guī)律,注重基礎(chǔ)知識(shí)的呈現(xiàn),并且多用演繹法呈現(xiàn)概念,利于知識(shí)目標(biāo)的達(dá)成。美國(guó)教材核心概念呈現(xiàn)層次清晰、結(jié)構(gòu)模式固定;雖然教材對(duì)概念的闡述更具難度、深度,但教材利用豐富的圖表和形式多樣的實(shí)驗(yàn)輔助概念教學(xué);同時(shí)美國(guó)教材更具開放性,安排了“網(wǎng)絡(luò)鏈接”、“生物在線”等欄目,利用現(xiàn)代網(wǎng)絡(luò)技術(shù)輔助學(xué)生對(duì)核心概念的自主學(xué)習(xí)。綜合比較結(jié)果,研究者認(rèn)為,我國(guó)教材核心概念的編排還有待進(jìn)一步優(yōu)化。借鑒美國(guó)教材的優(yōu)點(diǎn),可對(duì)教材核心概念的編排順序進(jìn)行適當(dāng)調(diào)整;適當(dāng)增加圍繞核心概念的圖表、模型、實(shí)例等感性材料,全方位呈現(xiàn)概念,讓學(xué)生在獲得感性認(rèn)識(shí)的基礎(chǔ)上,進(jìn)行思維活動(dòng)和邏輯推理;同時(shí)豐富概念相關(guān)的實(shí)驗(yàn)內(nèi)容形式,將難、繁的實(shí)驗(yàn)進(jìn)行適當(dāng)簡(jiǎn)化,并設(shè)置一些貼近學(xué)生生活的、學(xué)生可在家自主完成的小實(shí)驗(yàn),提高實(shí)驗(yàn)的實(shí)際可操作性;關(guān)注核心概念學(xué)習(xí)的可持續(xù)性發(fā)展,充分利用網(wǎng)絡(luò)資源,通過網(wǎng)絡(luò)搜索概念相關(guān)資料或?qū)嶒?yàn)相關(guān)數(shù)據(jù),讓學(xué)生能課后延續(xù)概念學(xué)習(xí),多視角、多方位地了解概念的外延。在教材核心概念編排合理的基礎(chǔ)之上,高質(zhì)量的概念教學(xué)還需要教師根據(jù)核心概念的特點(diǎn)和學(xué)生的學(xué)情,對(duì)教材概念進(jìn)行適當(dāng)梳理和重組,靈活選擇合適的教學(xué)方法進(jìn)行概念教學(xué),并且利用復(fù)習(xí)課引導(dǎo)學(xué)生分階段、從不同角度進(jìn)行核心概念的構(gòu)建,才能取得良好的教學(xué)效果。如何提供多樣的生物核心概念教學(xué)方式是需要廣大生物教師長(zhǎng)期為之共同努力的目標(biāo)。
[Abstract]:The core concept of biology is the backbone of biology and the core part of biological knowledge system.The scientific arrangement of the core concepts of textbooks is the basis for teachers to carry out the teaching of core concepts, and students can construct the knowledge system of life science well only on the basis of mastering the core concepts.This study takes Huke version of senior high school biology textbook "Life Science" and mainstream American Senior High School Biology textbook "the motive Force of Biological Life" as the research object. It mainly uses literature method, comparative research method, mathematical statistics method, induction method and other research methods.The core concepts are compared in the aspects of knowledge, definition, introduction, presentation and consolidation.A comparative study of the teaching materials of the two countries shows that although the core concepts of the two textbooks cover different knowledge points, they all revolve around "matter of life", "heredity and variation", "evolution","Biodiversity" and other core concepts are organized; the similarity of core concepts between the two countries reaches 900.It can be considered that the definitions of core concepts in the two countries are to a large extent the same; in the process of core concept acquisition,Both have set up a series of inquiry experiments to assist the teaching of core concepts, pay attention to the cultivation of students' thinking and practical ability, and the consolidation of core concepts all emphasize the ability and life.But at the same time, the textbooks of the two countries represent the core concepts with their own characteristics.Chinese textbooks are relatively more complete and professional in the definition of concepts, and strive to give students a relatively perfect knowledge system. In the process of concept presentation, Chinese textbooks follow the students' cognitive laws and pay attention to the presentation of basic knowledge.Moreover, the concept is presented by deductive method, which is beneficial to the achievement of knowledge goal.The core concepts of American textbooks present clear levels and fixed structural patterns. Although the elaboration of the concepts is more difficult and profound in the textbooks, the textbooks use rich charts and various forms of experiments to assist in the teaching of concepts. At the same time, the American textbooks are more open.This paper arranges "network link", "biology online" and so on, and makes use of modern network technology to assist students to learn the core concept independently.Synthetically, the researcher thinks that the arrangement of the core concepts of textbooks in China needs to be further optimized.Using the advantages of American textbooks for reference, we can adjust the arrangement order of the core concepts of the textbooks appropriately, and appropriately increase the perceptual materials around the core concepts, such as charts, models, examples, and so on, so as to present the concepts in all directions.Let students, on the basis of obtaining perceptual knowledge, carry out thinking activities and logical reasoning; at the same time, enrich the forms of experimental contents related to concepts, appropriately simplify the difficult and complicated experiments, and set up something close to the student's life.Students can independently complete small experiments at home to improve the practical maneuverability of the experiment, pay attention to the sustainable development of core concept learning, make full use of network resources, search for related information or experimental data through the network.To enable students to continue after class concept learning, multi-perspective, multi-directional understanding of the concept extension.On the basis of reasonable arrangement of textbook core concepts, high quality concept teaching also needs teachers to sort out and reorganize the teaching material concepts according to the characteristics of the core concepts and the students' learning conditions.Only by choosing the appropriate teaching method flexibly and using the review class to guide the students to construct the core concept from different angles can good teaching effect be achieved.How to provide a variety of teaching methods of biological core concept is a long-term goal for biology teachers.
【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】：2017
【分類號(hào)】：G633.91

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