【摘要】：21世紀是一個知識大爆炸、科技大發(fā)展的時代。科學(xué)技術(shù)已經(jīng)成為衡量一個國家綜合國力的重要方面�？茖W(xué)教育受到了全球各個國家、地區(qū)的高度重視。我國在新一輪課程改革中把提高學(xué)生的科學(xué)素養(yǎng)作為科學(xué)教育的主要目標。生物學(xué)科作為一門科學(xué)課程,中學(xué)教育的必修學(xué)科,是科學(xué)教育的重要方面。注重學(xué)生的生物科學(xué)素養(yǎng)的培養(yǎng),是我國生物學(xué)課程的目標之一,是科學(xué)教育的必然要求。生物學(xué)是由大量的基礎(chǔ)概念搭建起來的,生物概念的學(xué)習(xí)對于學(xué)生生物學(xué)的學(xué)習(xí)至關(guān)重要。高中學(xué)生在生物學(xué)“穩(wěn)態(tài)”主題中存在大量的迷思概念,這些迷思概念對學(xué)生整個生物學(xué)知識的掌握具有一定的影響,基于此本論文選取了高中生物學(xué)“穩(wěn)態(tài)”主題中的迷思概念作為研究課題。本次研究在閱讀相關(guān)文獻和人教版高中生物教材必修三《穩(wěn)態(tài)與環(huán)境》的基礎(chǔ)上,編寫了三階層的迷思概念調(diào)查問卷,向西安市的西安鐵一中濱河學(xué)校、西安第六十六中、西安中學(xué)這三所學(xué)校的學(xué)生發(fā)放了問卷,并選取了部分學(xué)生進行了訪談。通過本次的研究調(diào)查總結(jié)歸納出來以下結(jié)論：高中生在生物學(xué)“穩(wěn)態(tài)”這塊存在的迷思概念具有數(shù)量多、種類多的特點：從微觀到宏觀學(xué)生擁有的迷思概念越來越多；迷思概念擁有率在男女性別上沒有顯著性差異,但在分布上存在一定的不同；在個別題目中高三年級學(xué)生的迷思概念擁有率高于高二年級的學(xué)生；學(xué)校的教育理念、管理方式與學(xué)生的迷思概念分布有一定的關(guān)系。筆者針對學(xué)生在“穩(wěn)態(tài)”中存在的迷思概念提出了一些建議。對教師在教學(xué)方面的建議：(1)多途徑、多方法的收集學(xué)生的迷思概念；(2)歸納總結(jié)學(xué)生的迷思概念,了解迷思概念的特點和產(chǎn)生原因用于指導(dǎo)教學(xué)；(3)引發(fā)學(xué)生的概念的沖突,促使學(xué)生主動的尋求科學(xué)概念；(4)利用好課堂時間,有效轉(zhuǎn)變學(xué)生的迷思概念；(5)關(guān)注男女生思維習(xí)慣與興趣點的不同,保證課堂活動的參與中男女比例的協(xié)調(diào),避免性別偏向；(6)豐富有趣的課外活動中輕松實現(xiàn)迷思概念的轉(zhuǎn)變；(7)及時復(fù)習(xí)總結(jié),強化科學(xué)概念。對學(xué)生學(xué)習(xí)方法方面的建議：(1)重視對生物概念的學(xué)習(xí),端正概念學(xué)習(xí)的態(tài)度；(2)注意科學(xué)概念的構(gòu)成成分,洞悉科學(xué)概念的特點；(3)加強概念在實際生活中的運用,深入的理解概念；(4)與家人、朋友、同學(xué)、教師多討論、交流,共同學(xué)習(xí)進步；(5)建立概念手冊。
[Abstract]:The 21 st century is an era of knowledge explosion and great development of science and technology. Science and technology has become an important aspect of a country's comprehensive national strength. Science education has been attached great importance to by all countries and regions all over the world. In the new round of curriculum reform, our country regards the improvement of students' scientific literacy as the main goal of science education. Biology as a science course and a compulsory subject in middle school education is an important aspect of science education. Paying attention to the cultivation of students' biological scientific literacy is one of the goals of biology curriculum in China and is the inevitable requirement of science education. Biology is constructed by a large number of basic concepts. The study of biological concepts is of great importance to students' learning of biology. High school students have a large number of misconceptions in the subject of "steady state" of biology, which have a certain influence on the mastery of the whole biological knowledge of the students. Based on this thesis, the concept of myth in the subject of steady state of biology in senior high school is selected as the research topic. On the basis of reading the relevant literature and reading the required three steady state and environment in the senior high school biology textbook, this study compiled a questionnaire on the concept of myth of three classes, and sent the questionnaire to Xi'an No. 1 Middle School in Xi'an City, Xi'an No. 66 Middle School. Students from these three schools in Xi'an Middle School sent out questionnaires and selected some students for interviews. The following conclusions are concluded through this research: the concept of "steady state" in biology of senior high school students has the characteristics of large number and variety: more and more students have the concept of myth from micro to macro; There is no significant difference between male and female, but there is a certain difference in distribution between male and female. There is a certain relationship between the management style and the students' misconception distribution. The author puts forward some suggestions on the misconception of students'"steady-state". Suggestions to teachers in teaching: (1) collecting students' misconceptions in many ways and methods; (2) summing up the concepts of students' myths, understanding the characteristics of the concepts and their reasons for guiding teaching; (3) causing conflicts of students' concepts, To urge students to actively seek scientific concepts; (4) to make good use of classroom time to effectively change the students' myth concept; (5) to pay attention to the differences between male and female students' thinking habits and points of interest, and to ensure the coordination of the proportion of men and women in the participation of classroom activities. Avoid gender bias; (6) enrich interesting extracurricular activities to easily realize the concept of myth change; (7) timely review and summary, strengthen the scientific concept. Suggestions on learning methods for students: (1) pay attention to the study of biological concepts and correct their attitude towards concept learning; (2) pay attention to the components of scientific concepts and understand the characteristics of scientific concepts; (3) strengthen the application of concepts in real life. Deeply understand concepts; (4) discuss and communicate with family, friends, classmates and teachers; (5) establish concept handbook.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.91

【引證文獻】

相關(guān)期刊論文 前1條

1 葉佳佳;甘麗萍;;合作式概念構(gòu)圖在中學(xué)生物迷思概念轉(zhuǎn)變中的應(yīng)用研究[J];科學(xué)咨詢(科技·管理);2017年06期

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本文編號：2239611