發(fā)布時(shí)間：2018-04-29 15:22

  本文選題：科學(xué)本質(zhì) + 質(zhì)量守恒定律��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：提高對(duì)科學(xué)本質(zhì)的認(rèn)識(shí)能夠促進(jìn)科學(xué)素養(yǎng)的提高,是科學(xué)教育的重要方面。學(xué)生對(duì)科學(xué)本質(zhì)的理解會(huì)影響他們的對(duì)待科學(xué)的態(tài)度以及學(xué)習(xí)方式。學(xué)生對(duì)科學(xué)本質(zhì)的認(rèn)識(shí)可以通過教師有意的科學(xué)本質(zhì)教育而得到改造和完善,因此教師的科學(xué)本質(zhì)教學(xué)對(duì)學(xué)生的科學(xué)本質(zhì)理解、發(fā)展具有重要意義。本文首先對(duì)科學(xué)本質(zhì)的研究現(xiàn)狀進(jìn)行了梳理,從科學(xué)本質(zhì)的發(fā)展過程中梳理其內(nèi)涵,包括科學(xué)知識(shí)是暫定的科學(xué)知識(shí)以經(jīng)驗(yàn)為基礎(chǔ),科學(xué)知識(shí)的創(chuàng)造性和想象性,科學(xué)知識(shí)根植于社會(huì)和文化背景之中,觀察、推論和理論本質(zhì),科學(xué)理論和規(guī)律的功能作用及其之間的關(guān)系,科學(xué)知識(shí)的負(fù)載理論本質(zhì)7個(gè)方面,提出提高科學(xué)本質(zhì)認(rèn)識(shí)的策略,包括創(chuàng)設(shè)有效的學(xué)習(xí)情境、聯(lián)系應(yīng)用化學(xué)史、組織有效的科學(xué)探究活動(dòng)、提供應(yīng)用科學(xué)知識(shí)的機(jī)會(huì)、引導(dǎo)學(xué)生進(jìn)行充分的反思評(píng)價(jià)。并且整理了質(zhì)量守恒定律的發(fā)展歷史,梳理蘊(yùn)含的科學(xué)本質(zhì),進(jìn)行了基于科學(xué)本質(zhì)的教學(xué)設(shè)計(jì)。實(shí)踐部分,本文借鑒VNOS及VANSK調(diào)查問卷得到調(diào)查工具測(cè)查學(xué)生對(duì)科學(xué)本質(zhì)以及對(duì)質(zhì)量守恒定律知識(shí)本身的理解,通過前測(cè)得出結(jié)論:學(xué)生對(duì)科學(xué)本質(zhì)的不同方面有不同程度的認(rèn)識(shí),其中對(duì)科學(xué)知識(shí)是暫定的、具有經(jīng)驗(yàn)性以及科學(xué)研究需要想象力與創(chuàng)造性認(rèn)識(shí)較好。學(xué)生對(duì)于科學(xué)本質(zhì)中科學(xué)理論與定律、社會(huì)文化性、觀察推理與理論的關(guān)系以及觀察負(fù)載理論本質(zhì)認(rèn)識(shí)程度不高。在此基礎(chǔ)上對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行了基于科學(xué)本質(zhì)的教學(xué),經(jīng)過后測(cè)數(shù)據(jù)分析得出結(jié)論:學(xué)生進(jìn)行基于科學(xué)本質(zhì)的學(xué)習(xí)后,對(duì)理論與定律、觀察負(fù)載理論本質(zhì)以及社會(huì)文化性的理解有所提高。最后通過對(duì)調(diào)查結(jié)果的反思得出,教師對(duì)科學(xué)本質(zhì)有較好的理解才能進(jìn)一步提高學(xué)生對(duì)科學(xué)本質(zhì)的理解,并且要關(guān)注科學(xué)知識(shí)的產(chǎn)生過程,深入挖掘蘊(yùn)含的科學(xué)本質(zhì),做到顯性講解,提高學(xué)生的科學(xué)本質(zhì)認(rèn)識(shí)水平。
[Abstract]:Improving the understanding of the nature of science can promote the improvement of scientific literacy, which is an important aspect of science education. Students' understanding of the nature of science affects their attitude towards science and the way they learn. The students' understanding of the nature of science can be reformed and perfected through the teachers' intentional education of the nature of science, so the teaching of teachers' essence of science is of great significance to the students' understanding and development of the nature of science. In this paper, the current research situation of the nature of science is firstly reviewed, and its connotation is combed from the process of development of the essence of science, including the fact that scientific knowledge is tentative scientific knowledge is based on experience, the creativity and imagination of scientific knowledge. Scientific knowledge is rooted in social and cultural background, observation, inference and theoretical essence, the function and relationship between scientific theory and law, and the nature of scientific knowledge load theory. The strategies to improve the understanding of the nature of science are put forward, including the creation of effective learning situations, the connection of applied chemistry history, the organization of effective scientific inquiry activities, the provision of opportunities for the application of scientific knowledge, and the guidance of students to make full reflection and evaluation. And the development history of conservation law of quality is sorted out, the nature of science is combed, and the teaching design based on the essence of science is carried out. In the part of practice, this paper draws lessons from VNOS and VANSK questionnaire to find out the students' understanding of the nature of science and the knowledge of the law of conservation of quality. It is concluded by pre-test that students have different degrees of understanding of different aspects of the nature of science, among which scientific knowledge is tentative, empirical and scientific research requires imagination and creative understanding. The students' understanding of the nature of scientific theory and law, social culture, the relationship between observational reasoning and theory, and the essence of observational load theory is not high. On this basis, the students in the experimental class are taught on the basis of the essence of science. After the post-test data analysis, the conclusion is drawn: after the students study based on the nature of science, the theory and law are discussed. The essence of observation load theory and the understanding of social culture have been improved. Finally, through reflection on the results of the investigation, it is concluded that teachers have a better understanding of the nature of science in order to further improve students' understanding of the nature of science, and should pay attention to the process of the generation of scientific knowledge, and deeply explore the nature of science contained therein. The explicit explanation can improve the students' understanding of the nature of science.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

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