中國人教版與美國Bob Jones版高中生物教材生命科學(xué)史的比較研究
發(fā)布時間：2019-04-19 20:31
【摘要】：生命科學(xué)史展現(xiàn)了科學(xué)結(jié)論、方法和技術(shù)不斷發(fā)展的歷程,也展現(xiàn)了自古以來各國科學(xué)家的智慧、科學(xué)精神、科學(xué)態(tài)度和生平經(jīng)歷。有培養(yǎng)學(xué)生科學(xué)素養(yǎng)、人文精神、創(chuàng)新精神、民族精神和國際視野等多種功能。以中國人民教育出版社于2007年1月出版的高中生物必修三冊教材,與美國Bob Jones大學(xué)出版社出版的高中《Biology》教材為研究對象,采用比較研究法從科學(xué)史的完整性、信息量、連續(xù)性、客觀性和民族性5個方面進行細致比較,采用問卷調(diào)查法對貴州省使用人教版高中生物教材的高中生物教師和學(xué)生,就中國人教版教材中生命科學(xué)史的看法以及對生命科學(xué)史的教學(xué)或?qū)W習(xí)價值進行問卷調(diào)查。生命科學(xué)史比較研究發(fā)現(xiàn)中國人教版教材的生命科學(xué)史注重呈現(xiàn)的生物學(xué)學(xué)科較少;注重科學(xué)結(jié)論的闡述;呈現(xiàn)的科學(xué)探索過程時間較短;缺少科學(xué)發(fā)展史上的錯誤觀點;呈現(xiàn)的中國科學(xué)家成就較少。美國Bob Jones版教材生命科學(xué)史注重呈現(xiàn)生物學(xué)學(xué)科較完整;注重呈現(xiàn)科學(xué)結(jié)論;呈現(xiàn)的科學(xué)探索時間較長;不回避科學(xué)發(fā)展中錯誤的觀點;呈現(xiàn)的美國科學(xué)家的科學(xué)成就較少。對貴州省高中生物教師和學(xué)生的問卷調(diào)查,發(fā)現(xiàn)普遍教師認為中國人教版的生命科學(xué)史沒有涵蓋生命科學(xué)分支學(xué)科,且呈現(xiàn)的信息量不全面,生命科學(xué)史對課堂教學(xué)有幫助,且學(xué)生對學(xué)習(xí)生命科學(xué)史感興趣;學(xué)生關(guān)于生命科學(xué)史的完整性和信息量的意見各為一半,且認為愿意教師在課堂中聽教師講解生命科學(xué)史。根據(jù)教材比較和問卷調(diào)查結(jié)果,建議編寫適合高中生閱讀的生命科學(xué)史讀物、補充中國傳統(tǒng)文化對生物學(xué)發(fā)展的貢獻,教師在教學(xué)中指導(dǎo)學(xué)生拓展課外閱讀。
[Abstract]:The history of life science shows the course of the continuous development of scientific conclusions, methods and technologies, as well as the wisdom, scientific spirit, scientific attitude and life experience of scientists from all over the world since ancient times. It has many functions such as cultivating students' scientific accomplishment, humanistic spirit, creative spirit, national spirit and international vision. Taking the three high school biology compulsory textbooks published by the people's Education Press of China in January 2007 as the research object, and taking the high school < Biology > textbooks published by the Bob Jones University Press in the United States as the research object, this paper adopts the comparative research method from the integrity, information content and continuity of the history of science. This paper makes a detailed comparison between objectivity and nationality, and makes a questionnaire survey on senior high school biology teachers and students who use high school biology textbooks published by people's Education in Guizhou Province. A questionnaire survey was conducted on the history of life science and the teaching or learning value of the history of life science in the teaching materials published by Chinese people. A comparative study of the history of life science found that the history of life science in Chinese teaching materials focused on fewer biological disciplines; emphasized on the elaboration of scientific conclusions; presented a shorter process of scientific exploration; lack of erroneous views in the history of scientific development; Chinese scientists show less success. The history of life science in the Bob Jones edition of the United States focuses on showing the integrity of the biology discipline; paying attention to presenting the scientific conclusions; presenting the scientific exploration for a long time; not avoiding the wrong view in the development of science; showing less scientific achievements of American scientists. Through a questionnaire survey of biology teachers and students in senior high schools in Guizhou province, it is found that teachers generally believe that the history of life science in the Chinese version does not cover the sub-disciplines of life science, and the information presented is incomplete, and the history of life science is helpful to classroom teaching. Students are interested in learning the history of life science; Students have half their opinions on the integrity and information content of the history of life science, and think that teachers are willing to listen to the teacher explain the history of life science in class. According to the comparison of teaching materials and the results of questionnaire investigation, it is suggested to compile a history of life science reading material suitable for senior high school students, to supplement the contribution of Chinese traditional culture to the development of biology, and to instruct the students to expand their extracurricular reading in the course of teaching.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91
本文編號：2461258
[Abstract]:The history of life science shows the course of the continuous development of scientific conclusions, methods and technologies, as well as the wisdom, scientific spirit, scientific attitude and life experience of scientists from all over the world since ancient times. It has many functions such as cultivating students' scientific accomplishment, humanistic spirit, creative spirit, national spirit and international vision. Taking the three high school biology compulsory textbooks published by the people's Education Press of China in January 2007 as the research object, and taking the high school < Biology > textbooks published by the Bob Jones University Press in the United States as the research object, this paper adopts the comparative research method from the integrity, information content and continuity of the history of science. This paper makes a detailed comparison between objectivity and nationality, and makes a questionnaire survey on senior high school biology teachers and students who use high school biology textbooks published by people's Education in Guizhou Province. A questionnaire survey was conducted on the history of life science and the teaching or learning value of the history of life science in the teaching materials published by Chinese people. A comparative study of the history of life science found that the history of life science in Chinese teaching materials focused on fewer biological disciplines; emphasized on the elaboration of scientific conclusions; presented a shorter process of scientific exploration; lack of erroneous views in the history of scientific development; Chinese scientists show less success. The history of life science in the Bob Jones edition of the United States focuses on showing the integrity of the biology discipline; paying attention to presenting the scientific conclusions; presenting the scientific exploration for a long time; not avoiding the wrong view in the development of science; showing less scientific achievements of American scientists. Through a questionnaire survey of biology teachers and students in senior high schools in Guizhou province, it is found that teachers generally believe that the history of life science in the Chinese version does not cover the sub-disciplines of life science, and the information presented is incomplete, and the history of life science is helpful to classroom teaching. Students are interested in learning the history of life science; Students have half their opinions on the integrity and information content of the history of life science, and think that teachers are willing to listen to the teacher explain the history of life science in class. According to the comparison of teaching materials and the results of questionnaire investigation, it is suggested to compile a history of life science reading material suitable for senior high school students, to supplement the contribution of Chinese traditional culture to the development of biology, and to instruct the students to expand their extracurricular reading in the course of teaching.
【學(xué)位授予單位】：貴州師范大學(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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