本文選題：生命科學(xué) + 科學(xué)素養(yǎng)�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：中學(xué)生命科學(xué)課程是一門基于生命科學(xué)學(xué)科特征,使學(xué)生獲得科學(xué)素養(yǎng)提升的基礎(chǔ)課程,是自然科學(xué)學(xué)習(xí)領(lǐng)域的重要組成部分。實(shí)踐活動(dòng)結(jié)合了實(shí)驗(yàn)與實(shí)踐的特殊功能,符合生命科學(xué)的學(xué)科特點(diǎn),對于提高學(xué)生生命科學(xué)素養(yǎng)具有獨(dú)特的優(yōu)勢�！渡茖W(xué)》教材中“活動(dòng)園地”欄目正是一個(gè)很好的平臺(tái),能讓學(xué)生通過親身體驗(yàn),利于知識(shí)的形成,并從中學(xué)會(huì)科學(xué)的方法,養(yǎng)成科學(xué)的學(xué)習(xí)習(xí)慣。但現(xiàn)有教材中的“活動(dòng)園地”欄目內(nèi)容多數(shù)為選學(xué)內(nèi)容,在教材中的分布很不均衡,有些內(nèi)容與課程知識(shí)點(diǎn)聯(lián)系不密切,有的內(nèi)容涉及的知識(shí)跨度較大,有的欄目內(nèi)容實(shí)為理論習(xí)題。這些都影響了“活動(dòng)園地”欄目在生命科學(xué)教學(xué)中的應(yīng)有的作用。因此,筆者通過調(diào)查問卷,研究初中學(xué)生對生命科學(xué)教材中活動(dòng)園地欄目內(nèi)容調(diào)查的反饋。調(diào)查發(fā)現(xiàn)學(xué)生對現(xiàn)有活動(dòng)園地欄目內(nèi)容喜歡率和完成率普遍不高,但對活動(dòng)園地設(shè)置的有效性均持肯定態(tài)度。對學(xué)生喜愛的幾個(gè)活動(dòng)項(xiàng)目進(jìn)行深入分析,發(fā)現(xiàn)學(xué)生對制作食品、探索自我、觀察自然方面的活動(dòng)內(nèi)容感興趣。研究還發(fā)現(xiàn):知識(shí)水平層次和實(shí)踐技能水平層次越低的活動(dòng)內(nèi)容,學(xué)生的完成率較高。在此基礎(chǔ)上,筆者對初中《生命科學(xué)》教材中“活動(dòng)園地”欄目內(nèi)容進(jìn)行系統(tǒng)的框架梳理。立足學(xué)生,對現(xiàn)有教材活動(dòng)園地欄目內(nèi)容進(jìn)行完善和補(bǔ)充,使活動(dòng)園地內(nèi)容理論聯(lián)系實(shí)踐、貼合學(xué)生生活實(shí)際,并注重評(píng)價(jià),最終編制出利于培養(yǎng)初中學(xué)生科學(xué)素養(yǎng)的《生命科學(xué)活動(dòng)探秘》的校本教材。以學(xué)校開設(shè)的拓展課為載體,開設(shè)《生命科學(xué)活動(dòng)探秘》校本課程,嘗試我與健康、我與自然、我與社會(huì)3個(gè)板塊的活動(dòng)園地校本教材內(nèi)容的教學(xué)實(shí)踐,經(jīng)過后續(xù)學(xué)生的反饋,研究發(fā)現(xiàn):1.貼近學(xué)生生活的活動(dòng)園地內(nèi)容易受到學(xué)生喜歡。2.能力要求層次較低的活動(dòng)園地內(nèi)容易被完成。3.分組合作利于活動(dòng)園地的教學(xué)。4.多維度展示和評(píng)價(jià)學(xué)生利于提高學(xué)生生命科學(xué)素養(yǎng)。從而進(jìn)一步改進(jìn)和調(diào)整《生命科學(xué)活動(dòng)探秘》校本教材,真正能讓學(xué)生在活動(dòng)中學(xué)習(xí)生命科學(xué)知識(shí),提高解決問題能力,形成生命科學(xué)意識(shí),切實(shí)提高生命科學(xué)素養(yǎng)。
[Abstract]:The life science course of middle school is a basic course based on the characteristics of life science and makes students acquire scientific literacy. It is an important part of the field of natural science study. Practical activities combine the special functions of experiment and practice, accord with the characteristics of life science, and have a unique advantage in improving the students' life science literacy. The "activity Garden" column in the "Life Science" textbook is a very good platform. It can help students form knowledge, learn scientific methods and form scientific study habits through personal experience. However, most of the contents of the "activity Garden" column in the existing textbooks are selected, and the distribution in the textbooks is very uneven. Some of the contents are not closely related to the knowledge points of the curriculum, and some of the contents involve a long span of knowledge. Some columns are theoretical exercises. All these have affected the function of "activity Garden" column in life science teaching. Therefore, through the questionnaire, the author studies the junior middle school students' feedback on the contents of the activity garden column in the life science teaching materials. The investigation shows that the students generally do not like the content of the existing activity garden column content and the completion rate is not high, but they have a positive attitude to the effectiveness of the activity garden setting. Through the deep analysis of several favorite activities of students, it is found that students are interested in making food, exploring themselves and observing the contents of activities in nature. The study also found that the lower the level of knowledge and practical skills, the higher the completion rate of students. On this basis, the author systematically combs the contents of "activity Garden" in the junior middle school "Life Science" textbook. Based on the students, we should perfect and supplement the contents of the existing teaching materials, make the content of the activity garden connect with the practice, fit in with the reality of the students' life, and pay attention to the evaluation. Finally, a school-based textbook for cultivating junior high school students' scientific literacy is compiled. Taking the extended course offered by the school as the carrier, offering the School-based course of "exploring the Secrets of Life Science activities", trying to teach the contents of school-based textbooks in my and health, me and nature, me and society, and feedback from the follow-up students. The study found that 1: 1. Close to the activities of students living in the garden is easy to be liked by students. 2. The ability requirement level is lower activity garden is easy to be completed. 3. Group cooperation is beneficial to the teaching of the activity garden. 4. Multi-dimensional display and evaluation of students is conducive to improving students' life science literacy. Further improvement and adjustment of the School-based textbook of Life Science activities can really enable students to learn life science knowledge, improve their ability to solve problems, form life science consciousness and improve their life science literacy.
【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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