發(fā)布時(shí)間：2018-10-15 08:01

【摘要】：20世紀(jì)以來,隨著課程體系改革的不斷推進(jìn),國際社會越來越關(guān)注學(xué)生的發(fā)展,重視學(xué)生適應(yīng)現(xiàn)代社會所需的關(guān)鍵能力的培養(yǎng),強(qiáng)調(diào)學(xué)生各學(xué)科關(guān)鍵能力的提升。而生物學(xué)科作為一門研究生命現(xiàn)象和生物活動(dòng)規(guī)律的科學(xué)學(xué)科,是學(xué)校教育與學(xué)生科學(xué)素養(yǎng)養(yǎng)成過程中不可或缺的重要內(nèi)容,其相應(yīng)的學(xué)科關(guān)鍵能力的研究在相關(guān)研究中具有不可替代的個(gè)性化價(jià)值。本文以文獻(xiàn)分析法、問卷調(diào)查法以及訪談?wù){(diào)查法(含集體訪談與個(gè)別訪談)等多種方法相結(jié)合的研究方式,探索初中生通過生物學(xué)科的學(xué)習(xí)應(yīng)具備的有益于其終身發(fā)展的生物學(xué)關(guān)鍵能力。研究從文獻(xiàn)出發(fā),通過對關(guān)鍵能力研究歷史的分析界定生物學(xué)關(guān)鍵能力的內(nèi)涵。再參考國內(nèi)外有關(guān)課程標(biāo)準(zhǔn)以及關(guān)于初中生物學(xué)科與科學(xué)學(xué)科關(guān)鍵能力的研究,選出20項(xiàng)初中生物學(xué)關(guān)鍵能力一級指標(biāo)的備選項(xiàng),并通過對專家小組的集體訪談提煉指標(biāo),結(jié)合一線教師對所提煉指標(biāo)的認(rèn)同度調(diào)查,確定5項(xiàng)初中生物學(xué)關(guān)鍵能力一級指標(biāo):生物學(xué)知識建構(gòu),生物學(xué)實(shí)踐,科學(xué)思維,數(shù)據(jù)處理及分析,生物學(xué)模型的理解、建立與應(yīng)用。同時(shí),明確各指標(biāo)的特征,并梳理其相互間的邏輯關(guān)系。在一級指標(biāo)的基礎(chǔ)上,分析文獻(xiàn)收集各項(xiàng)一級指標(biāo)所包含的次位內(nèi)容,并以生物學(xué)科理論和社會發(fā)展需求為依據(jù)歸納這些次位內(nèi)容,進(jìn)而根據(jù)對專家小組與一線教師的調(diào)查結(jié)果修改以上內(nèi)容,得到13項(xiàng)初中生物學(xué)關(guān)鍵能力二級指標(biāo)。最后,參考SOLO分類理論強(qiáng)調(diào)的認(rèn)知發(fā)展規(guī)律,將二級指標(biāo)的內(nèi)容描述為學(xué)生具體行為表現(xiàn)(分“不合格”、“合格”、“良好”、“優(yōu)秀”四級水平)。以此為內(nèi)容編制問卷,調(diào)查初中生物教師對以上分類的認(rèn)同程度,并針對有爭議的部分對專家進(jìn)行個(gè)別訪談,確定52項(xiàng)初中生物學(xué)關(guān)鍵能力三級指標(biāo)。最終形成一套含三級指標(biāo)的義務(wù)教育階段(7～9年級)生物學(xué)關(guān)鍵能力框架,為初中學(xué)段生物學(xué)科學(xué)業(yè)質(zhì)量監(jiān)測工具的研發(fā)提供理論依據(jù),也為初中學(xué)段生物一線教學(xué)提供支持。
[Abstract]:Since the 20th century, with the continuous development of curriculum system reform, the international community has paid more and more attention to the development of students, to the cultivation of students' critical ability to adapt to modern society, and to the enhancement of students' key abilities in various disciplines. Biology, as a scientific discipline which studies the phenomena of life and the law of biological activities, is an indispensable and important content in the process of school education and the cultivation of students' scientific literacy. The research on the key ability of its discipline has the irreplaceable individuation value in the related research. In this paper, literature analysis, questionnaire survey and interview survey (including group interviews and individual interviews) are used to combine various research methods. This paper explores the key biological abilities of junior high school students which are beneficial to their lifelong development through the study of biology. Based on the literature, the research defines the connotation of biological critical competence by analyzing the history of key competence research. Referring to the relevant curriculum standards at home and abroad as well as the research on the key abilities of biology and science in junior high school, we select 20 primary indicators of key biological competence in junior high school, and refine the indicators through group interviews with expert groups. Based on the survey of teachers' identification with the extracted indexes, five primary indexes of biological key competence in junior high school were determined: biological knowledge construction, biological practice, scientific thinking, data processing and analysis, understanding of biological models, Establishment and application. At the same time, the characteristics of the indicators are clarified and their logical relationships are sorted out. On the basis of the first-level indicators, this paper analyzes the sub-contents contained in the literature collection of first-level indicators, and sums up these sub-contents based on the theory of biology and the needs of social development. According to the investigation results of the expert group and the first-line teachers, the above contents are revised, and 13 secondary indexes of key biological competence in junior high school are obtained. Finally, referring to the rules of cognitive development emphasized by SOLO's classification theory, the content of the secondary index is described as the students' specific behavior performance ("substandard", "good", "excellent" level 4). Based on the questionnaire, the author investigated the recognition degree of biology teachers in junior high school to the above classification, and conducted individual interviews with experts for the controversial part, and determined 52 key biological competence indicators of junior high school. Finally, a set of framework of biology key competence in compulsory education stage (Grade 7 ~ 9) with three levels of indicators is formed, which provides theoretical basis for the research and development of quality monitoring tools for biology science industry in junior middle school. It also provides support for biology teaching in junior middle school.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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