高中生物《穩(wěn)態(tài)與環(huán)境》中STSE教育內(nèi)容的研究
發(fā)布時間：2019-05-05 15:10
【摘要】：隨著科學技術(shù)的飛速發(fā)展,人類的生活方式高度信息化和科技化,但人類的生存環(huán)境卻日益惡化。因此,要處理好科學(S)、技術(shù)(T)、社會(S)與環(huán)境(E)之間的復雜關(guān)系,就有必要在中學生物學教學中滲透STSE教育。任何教育價值的實現(xiàn)都需要通過一定的載體來傳播,雖說這個載體不能簡單地歸結(jié)為教材,但教材在STSE教育中卻有著舉足輕重的地位。因此,本論文對高中生物《穩(wěn)態(tài)與環(huán)境》中STSE教育內(nèi)容進行分析研究,以期通過對教材中STSE教育內(nèi)容的研究來理清科學、技術(shù)、社會與環(huán)境之間的關(guān)系,進而提高學生的生物科學素養(yǎng)。本文采用文獻資料研究法剖析了國內(nèi)外學者對STSE教育的研究現(xiàn)狀,以及STSE教育的特點;通過訪談調(diào)查法對府谷縣兩所高中的高二年級教師和部分學生進行訪談調(diào)查;從訪談調(diào)查中發(fā)現(xiàn)的問題出發(fā),采用內(nèi)容分析法分析了《普通高中生物課程標準》和《穩(wěn)態(tài)與環(huán)境》中關(guān)于STSE教育的內(nèi)容;通過案例研究法對第五章“生態(tài)系統(tǒng)及其穩(wěn)定性”進行了詳細剖釋。對教材中STSE教育內(nèi)容的探討,主要從四個方面做出剖釋:1.《普通高中生物課程標準》對STSE教育的要求;2.對教材中STSE教育的主題分析;3.對教材中STSE教育內(nèi)容呈現(xiàn)方式的分析;4.對教材中習題的分析。得出結(jié)論為:1.在人教版《穩(wěn)態(tài)與環(huán)境》中STSE教育主題突出、內(nèi)容呈現(xiàn)方式多樣、各欄目搭配科學合理,進而理清了我國STSE教育的理念,梳理出教材中STSE教育內(nèi)容,為教學工作者在實施STSE教育過程中做借鑒之用,為學生更好的掌握STSE教育內(nèi)容提供理論基礎(chǔ);2.指出了教材中STSE教育內(nèi)容存在的不足之處,針對教材實例更新過慢,不具有時代性,提出建議;其次,針對訪談過程中教師和學生對STSE教育的認識不足,給教師提出相關(guān)建議,以期教師通過認真研讀《普通高中生物課程標準》及教材,領(lǐng)悟STSE教育思想、掌握STSE教育內(nèi)容、貫徹STSE教育理念。
[Abstract]:With the rapid development of science and technology, human life style is highly information-based and scientific and technological, but the living environment of mankind is deteriorating day by day. Therefore, in order to deal with the complex relationship between social (S) and environmental (E) in scientific (S), technology (T), it is necessary to infiltrate STSE education in middle school biology teaching. The realization of any educational value needs to be spread through a certain carrier, although this carrier can not be reduced to teaching material, but the teaching material plays an important role in STSE education. Therefore, this paper analyzes and studies the content of STSE education in high school biology "steady State and Environment" in order to clarify the relationship among science, technology, society and environment by studying the content of STSE education in textbooks. And then improve the students' biological science literacy. This paper analyzes the current situation of domestic and foreign scholars' research on STSE education and the characteristics of STSE education by using the method of literature research, and makes interviews with teachers and some students of two senior high schools in Fugu County by interview and investigation method. Starting from the problems found in the interview investigation, this paper analyzes the contents of STSE education in the Standard of Biology Curriculum in Senior High School and steady State and Environment by using the content analysis method. The fifth chapter, "ecosystem and its Stability", is explained in detail by the method of case study. This paper discusses the contents of STSE education in teaching materials, mainly from four aspects: 1. The requirement of STSE education in the Standard of Biology Curriculum in Senior High School; 2. The theme analysis of STSE education in teaching materials; 3. The analysis of the presentation of the content of STSE education in teaching materials; 4. Analysis of exercises in textbooks. It is concluded that: 1. In "steady State and Environment", the theme of STSE education is prominent, the contents are presented in various ways, each column is scientific and reasonable, and then the concept of STSE education in China is clarified, and the contents of STSE education in teaching materials are combed out. For the teaching workers in the implementation of STSE education in the process of reference for the students to better grasp the content of STSE education to provide a theoretical basis; 2. This paper points out the shortcomings of the content of STSE education in teaching materials, and puts forward some suggestions in view of the fact that the teaching material is updated too slowly and does not have the characteristics of the times. Secondly, in view of the lack of understanding of STSE education among teachers and students during the interview, this paper puts forward relevant suggestions to teachers in order to grasp the content of STSE education by carefully studying the Standard of Biology Curriculum in Senior High School and teaching materials, understanding the educational thought of STSE, and grasping the content of STSE education. Implement the concept of STSE education.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
本文編號：2469667
[Abstract]:With the rapid development of science and technology, human life style is highly information-based and scientific and technological, but the living environment of mankind is deteriorating day by day. Therefore, in order to deal with the complex relationship between social (S) and environmental (E) in scientific (S), technology (T), it is necessary to infiltrate STSE education in middle school biology teaching. The realization of any educational value needs to be spread through a certain carrier, although this carrier can not be reduced to teaching material, but the teaching material plays an important role in STSE education. Therefore, this paper analyzes and studies the content of STSE education in high school biology "steady State and Environment" in order to clarify the relationship among science, technology, society and environment by studying the content of STSE education in textbooks. And then improve the students' biological science literacy. This paper analyzes the current situation of domestic and foreign scholars' research on STSE education and the characteristics of STSE education by using the method of literature research, and makes interviews with teachers and some students of two senior high schools in Fugu County by interview and investigation method. Starting from the problems found in the interview investigation, this paper analyzes the contents of STSE education in the Standard of Biology Curriculum in Senior High School and steady State and Environment by using the content analysis method. The fifth chapter, "ecosystem and its Stability", is explained in detail by the method of case study. This paper discusses the contents of STSE education in teaching materials, mainly from four aspects: 1. The requirement of STSE education in the Standard of Biology Curriculum in Senior High School; 2. The theme analysis of STSE education in teaching materials; 3. The analysis of the presentation of the content of STSE education in teaching materials; 4. Analysis of exercises in textbooks. It is concluded that: 1. In "steady State and Environment", the theme of STSE education is prominent, the contents are presented in various ways, each column is scientific and reasonable, and then the concept of STSE education in China is clarified, and the contents of STSE education in teaching materials are combed out. For the teaching workers in the implementation of STSE education in the process of reference for the students to better grasp the content of STSE education to provide a theoretical basis; 2. This paper points out the shortcomings of the content of STSE education in teaching materials, and puts forward some suggestions in view of the fact that the teaching material is updated too slowly and does not have the characteristics of the times. Secondly, in view of the lack of understanding of STSE education among teachers and students during the interview, this paper puts forward relevant suggestions to teachers in order to grasp the content of STSE education by carefully studying the Standard of Biology Curriculum in Senior High School and teaching materials, understanding the educational thought of STSE, and grasping the content of STSE education. Implement the concept of STSE education.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
【參考文獻】
相關(guān)期刊論文 前10條
1 陳沖;譚曉明;;我國現(xiàn)階段中學生物學科STSE教育研究現(xiàn)狀[J];贛南師范學院學報;2014年03期
2 李杰;;STSE教育在高中生物學教學中的教學實踐及作用[J];生物學教學;2013年12期
3 詹志華;莊穆;;閩臺兩地STS研究之差異[J];科學學研究;2013年06期
4 于佳萍;鄭曉蕙;;例談中學生物學基于CPS模型的STSE教育[J];中學生物學;2013年01期
5 于江;;新世紀以來我國基礎(chǔ)教育課程改革的十年回顧與反思[J];教學研究;2011年04期
6 李真真;繆航;;STS的興起及研究進展[J];科學與社會;2011年01期
7 楊明全;;主要發(fā)達國家STS課程研究與實踐述評[J];比較教育研究;2010年10期
8 郝雪;龔大潔;王苑;;新課程改革背景下對高中生物教學中滲透STSE教育的思考[J];新課程研究(基礎(chǔ)教育);2010年04期
9 方潔;;在綜合實踐活動中滲透STSE教育的探討[J];新課程研究(基礎(chǔ)教育);2010年01期
10 吳永忠;;國際STS研究范式的演化[J];自然辯證法研究;2009年12期
相關(guān)碩士學位論文 前7條
1 胡利姍;英國高中生物學教材中STSE教育內(nèi)容的研究[D];陜西師范大學;2015年
2 徐融;人教版與北師大版高中生物學教材中STSE教育內(nèi)容的比較研究[D];陜西師范大學;2015年
3 吳卓瓊;我國高中生物教材中STSE教育的缺失與對策[D];山東師范大學;2015年
4 胡曉雪;鄉(xiāng)鎮(zhèn)普通高中生物學教學中實施STS教育之研究[D];揚州大學;2014年
5 王雪蘋;高中生物教學中實施STSE教育的研究[D];華中師范大學;2013年
6 范木嬌;新課程背景下高中生物教科書（必修）中的STS教育內(nèi)容比較研究[D];東北師范大學;2012年
7 薛瑩;STSE教育在中學化學實驗教學中的滲透[D];蘇州大學;2011年
，本文編號：2469667
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2469667.html
教材專著
