本文選題：社會(huì)性科學(xué)議題 + 論證能力��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：論證過程既是一種注重科學(xué)解釋和推理思考的過程,更是一種促進(jìn)批判思考的過程。發(fā)展學(xué)生的論證能力既是信息化時(shí)代的要求,也是現(xiàn)今國際科學(xué)教育的主流趨勢。本研究以問卷的形式調(diào)查了三類不同學(xué)校的高中生在“轉(zhuǎn)基因生物”這一社會(huì)性科學(xué)議題中的論證能力。調(diào)查發(fā)現(xiàn):(1)總體上看,三類學(xué)校的大多數(shù)高中生都不能獨(dú)立完成一個(gè)完整的論證過程;在各項(xiàng)論證子能力中,均由強(qiáng)到弱分別表現(xiàn)為提出論點(diǎn)、提出反論點(diǎn)、提出支持性理由、提出證據(jù)。(2)對比三類學(xué)校發(fā)現(xiàn),無論是論證總能力還是各項(xiàng)子能力上,A、B、C三類學(xué)校的學(xué)生平均得分都呈現(xiàn)依次遞減的趨勢;在論證總能力上,三類學(xué)校學(xué)生彼此都存在顯著差異(P0.05);在提出論點(diǎn)和提出支持性理由兩項(xiàng)子能力上,A類學(xué)校學(xué)生分別與B類、C類學(xué)校學(xué)生存在顯著差異(P0.05),B類學(xué)校學(xué)生與C類學(xué)校學(xué)生差異性不顯著(P0.05);在提出證據(jù)和提出反論點(diǎn)兩項(xiàng)子能力上,A類學(xué)校學(xué)生與B類學(xué)校學(xué)生不存在顯著差異(P0.05), C類學(xué)校學(xué)生分別與A類、B類學(xué)校學(xué)生均存在顯著差異(P0.05);從論點(diǎn)的多元性來看,三類學(xué)校中持支持立場的學(xué)生都表現(xiàn)出較低的多元性,都以社會(huì)取向?yàn)橹?且不存在顯著差異(P0.05),而在持反對立場的則存在顯著差異(P0.05),表現(xiàn)在A類學(xué)校的學(xué)生的論點(diǎn)更多元性;從提出反論點(diǎn)的多元性來看,三類學(xué)校的學(xué)生無論是處于持支持立場還是反對立場,都表現(xiàn)出較低的多元性,都以社會(huì)取向?yàn)橹?且不存在顯著差異(P0.05);在提出的證據(jù)這一維度,三類學(xué)校的大多數(shù)學(xué)生都無法敘述一個(gè)合理的證據(jù),且證據(jù)的性質(zhì)也多表現(xiàn)為非正式證據(jù);從提出支持性理由的策略選擇來看,三類學(xué)校中持支持立場的學(xué)生不存在顯著差異(P0.05),都以反駁策略為主,而持反對立場的則存在顯著差異(P0.05),主要由新理由和反駁策略的選用比例不同導(dǎo)致。綜上所述,現(xiàn)今的高中生在社會(huì)性科學(xué)議題中的論證能力存在很大的提升空間。
[Abstract]:The process of argumentation is not only a process of paying attention to scientific explanation and reasoning, but also a process of promoting critical thinking. Developing students' argumentation ability is not only the requirement of information age, but also the mainstream trend of international science education. In this study, a questionnaire was used to investigate the ability of high school students in three different schools to demonstrate the social science of genetically modified organisms (GMOs). The survey found that, on the whole, most high school students in the three types of schools could not complete a complete process of argumentation on their own. Among all the argumentative sub-abilities, the strong to the weak showed respectively that they put forward arguments, put forward counter-arguments, and put forward supporting reasons. (2) comparing the three kinds of schools, we found that the average scores of the students in the three kinds of schools showed a decreasing trend in turn, whether in demonstrating the total ability or in each sub-competence, and in the demonstration of the total ability, the average score of the students in the three kinds of schools showed a decreasing trend in turn. There are significant differences among the three types of students in each other (P0.05). There are significant differences between the students of the A and B schools and the students of the B and C schools respectively in terms of their arguments and supporting reasons. There is no significant difference between the students of A school and B school in presenting evidence and putting forward counter-argument. There is a significant difference between the students of C school and the student of class A or B school, and there is a significant difference between the students of class A school and that of class A school student. From the point of view of the diversity of the arguments, In the three kinds of schools, the students who hold the support position have lower diversity, all of them are mainly social orientation, and there is no significant difference between them, but there is significant difference in the opposing position, which is manifested in the argument of the students in the A school is more diverse. From the point of view of the diversity of the anti-argument, the students of the three types of schools, whether in the support position or the opposition position, all show lower diversity, all of which are mainly social orientation, and there is no significant difference between them (P0.05). Most of the students in the three types of schools are unable to describe a reasonable evidence, and the nature of the evidence is often expressed as informal evidence; from the point of view of the strategic choice of supporting reasons, There is no significant difference among the students who hold the support position in the three kinds of schools, all of them are based on the refutation strategy, while there is a significant difference in the opposition position, which is mainly caused by the different proportion of the new reasons and the choice of the refutation strategy. To sum up, there is much room for improvement in the argumentation ability of current high school students in social science issues.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 肖U喒，

本文編號(hào)：1860273