【摘要】：在生物教學(xué)中,圖表作為第二語(yǔ)言有著不可或缺的作用。無(wú)論是各類(lèi)生物課本、測(cè)試卷還是高考試題中圖表都占有較大比重。信息能力作為信息素養(yǎng)的核心,主要包含提取有效信息的能力、加工相關(guān)信息的能力、運(yùn)用有利信息的能力、轉(zhuǎn)化多種信息形式的能力。生物圖表信息能力可稱(chēng)為高中生必備的重要能力之一。對(duì)高中生展開(kāi)生物圖表信息能力的實(shí)證研究,有利于提升學(xué)生信息能力,達(dá)成課標(biāo)和考試大綱對(duì)學(xué)生的要求,達(dá)到素質(zhì)教育的目的,并為實(shí)現(xiàn)終身學(xué)習(xí)提供可能。本研究主要采用問(wèn)卷調(diào)查法與訪(fǎng)談法對(duì)四川省中部地區(qū)六所高中學(xué)校生物圖表教學(xué)的現(xiàn)狀、高中生生物圖表信息能力的現(xiàn)狀以及學(xué)生在學(xué)習(xí)圖表知識(shí)和解答圖表類(lèi)題目時(shí)所遇到的主要困難進(jìn)行了調(diào)查,結(jié)果如下:(1)學(xué)生對(duì)生物圖表的教學(xué)現(xiàn)狀反映較好。具體表現(xiàn)為:62.8%的同學(xué)反映其老師經(jīng)常使用圖表教學(xué);95.3%的同學(xué)對(duì)老師圖表教學(xué)的過(guò)程表示滿(mǎn)意或基本滿(mǎn)意;75.0%的同學(xué)認(rèn)同老師講解較難知識(shí)時(shí)應(yīng)多用圖表。(2)學(xué)生生物圖表信息能力有待提升。學(xué)生圖表信息能力自我評(píng)價(jià)結(jié)果顯示其能力處于中等稍偏上的水平。利用改編的光合作用、呼吸作用試題對(duì)學(xué)生圖表信息能力進(jìn)行測(cè)試,結(jié)果顯示:學(xué)生平均分M=8.54(總分16);男生圖表信息能力極顯著強(qiáng)于女生(p0.01);高三學(xué)生圖表信息能力極顯著強(qiáng)于高一學(xué)生(p0.01);重點(diǎn)中學(xué)的學(xué)生圖表信息能力極顯著強(qiáng)于普通中學(xué)學(xué)生(p0.01);學(xué)生處理不同類(lèi)型圖表題的能力不同,處理表格題的能力最強(qiáng),其次是處理曲線(xiàn)題與柱狀圖題,處理文字裝置圖類(lèi)題目的能力最弱。(3)大多數(shù)學(xué)生清楚圖表類(lèi)題目正確的解題步驟,但由于基礎(chǔ)知識(shí)的欠缺、不能看懂圖表,以及實(shí)際操作的機(jī)會(huì)少等原因,導(dǎo)致答題時(shí)得分不理想。最后,從詳解讀圖方法、引導(dǎo)析圖過(guò)程、構(gòu)建思維導(dǎo)圖、強(qiáng)化圖表訓(xùn)練四個(gè)方面提出了提升學(xué)生圖表信息能力的策略,并設(shè)計(jì)一教學(xué)案例,旨在為一線(xiàn)教師教學(xué)提供參考。
[Abstract]:Chart plays an indispensable role as a second language in biology teaching. No matter all kinds of biology textbooks, test papers or college entrance examination questions in the chart account for a large proportion. As the core of information literacy, information ability mainly includes the ability to extract effective information, the ability to process relevant information, the ability to use favorable information, and the ability to transform various forms of information. The ability of biographic information can be regarded as one of the most important abilities of high school students. An empirical study on the information ability of high school students in biological charts is helpful to improve students' information ability, to meet the requirements of curriculum and examination syllabus, to achieve the goal of quality education, and to provide the possibility for lifelong learning. The present situation of biology chart teaching in six senior high schools in central Sichuan Province was studied by questionnaire survey and interview. The present situation of senior high school students' information ability of biological charts and the main difficulties encountered by students in learning chart knowledge and solving chart problems are investigated. The results are as follows: (1) students have a better reflection of the teaching situation of biological charts. 62.8% of the students reported that their teachers often used chart teaching, 95.3% of the students were satisfied or basically satisfied with the process of chart teaching, and 75.0% of the students agreed that teachers should use charts more when explaining difficult knowledge. (2) students' biology should be used more. Chart information ability needs to be improved. The results of self-evaluation of students' ability to chart information show that their abilities are slightly above the average level. Using the adapted photosynthesis and respiration test questions to test the students' chart information ability, The results showed that the average score of students was 8.54 (total score 16); the ability of chart information of boys was significantly stronger than that of girls (p0.01); the ability of chart information of senior three students was significantly stronger than that of students of grade one (p0.01); and the ability of chart information of students in key middle schools was significantly stronger than that of ordinary students. Middle school students (p0.01); students have different abilities in dealing with different types of chart problems, The ability to deal with table problems is the strongest, followed by curve problems and histogram problems. (3) most of the students know the correct solution steps of chart problems, but because of the lack of basic knowledge, Can not understand the chart, as well as the actual operation of the opportunity and other reasons, resulting in the answer problem score is not ideal. Finally, this paper puts forward the strategies to improve the students' information ability of charts from four aspects: explaining the method of reading pictures in detail, guiding the process of map analysis, constructing the map of thinking and strengthening the training of charts, and designing a teaching case, in order to provide reference for first-line teachers' teaching.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.91

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