生物科学探究对初中生问题解决能力的影响研究_刘竞男.doc
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1、 作者签名: q 考系 学位论文原创性声明 本人声明所呈交的学位论文是我在导师的指导下进行研究工作所取得的研究 成果。尽我所知,除文中己经注明引用的内容和致谢的地方外,本论文不包含其 他个人或集体己经发表或撰写过的研宄成果,也不包含本人或他人己申请学位或 其他用途使用过的成果。对本文的研宄做出重要贡献的个人和集体,均已在文中 作了明确说明并表示谢意 本学位论文若有不实 或者侵犯他人权利的,本人愿意承担一切相关的法律责 任。 作者签名: . 日斯: jr 年 t 月 4日 学位论文知识产权及使用授权声明书 本人在导师指导下所完成的学位论文及相关成果,知识产权归属陕西师范大 学。本人完全了觯陕西师
2、范大学有关保存、使用学位论文的规定,允许本论文被 査阅和借阅,学校有权保留学位论文并向国家有关部门或机构送交论文的纸质版 和电子版,有权将本论文的全部或部分内容编入有关数据库进行检索,可以采用 任何复制手段保存和汇编本论文。本人保证毕业离校后,发表本 论文或使用本论 文成果时署名单位仍为陕西师范大学。 保密论文解密后适用本声明。 知 日 期 : 年 月 M日 在知识和信息爆炸的新时代,科技和人才的竞争日趋激烈,国际上教育发达 国家都更加重视培养创新人才,让学生学会学习和思维,己成为全社会关注的焦 点,其中如何促进学生的问题解决能力的提高是现代教育的核心问题之一。改变 传统“灌输式”教学,大力推
3、广和坚定落实科学探宄学习方式是新时代对学校教 育的要求。而传统教学实践中存在轻能力、轻本质、轻素质的理念和做法,阻碍 了对高素质创新型人才的培养,教 师未能深刻理解生物科学探宄,在目前理论研 究中未涉及生物科学探究对初中生问题解决能力有怎样的影响?正是本研究力图 阐明的问题。 本研究将理论研究和实践研究结合,采用文献研究法、课堂观察法和实验研 究法,从学生学习行为出发,用教学研究的实践论证生物科学探究对初中生问题 解决能力的影响,力图解决教学实践中“轻能力、轻本质、轻素质”问题,促进 学习方式的转变。在理论方面为我国生物科学探究学习的实施提供可参考论据; 在实践方面以提高初中生的问题解决能力作
4、为研究的出发点和落脚点,为生物教 师深刻理解“科学探宂”提供基 础研宂。 本研究从三个方面着手 。一 是对生物科学探宄和问题解决能力的国内外文献 研究综述。其中包括相关概念界定,科学探究的思想起源及理论基础、要素及基 本特征、分类,问题解决能力的国内外研究现状及心理学基础;二是生物科学探 宂与问题解决能力的相关性研宄。其中包括分析初中生所需解决的生物学问题, 问题解决能力的结构组成以及形成条件,从而推出生物科学探究是发展问题解决 能力的基础,并论证生物科学探究过程中问题解决能力的培养。三是生物科学探 宂教学对问题解决能力提高的实证研宂。通过对生物科学探宄和传统教学中教师 的 教学行为和学生的学
5、习行为分别进行课堂观察,以及对问题解决能力的策略因 素和非智力因素的量表分析,考察生物科学探究对初中生问题解决能力的影响。 通过以上研究,对问题解决能力的结构组成如智力因素(认知思维)、非智 力因素(动机、情感等)及策略因素(学习策略 ), 从三个角度进行了探讨,结 果如下: 1. 生物科学探究能显著提高初中生问题解决的思维能力: (1) 生物科学探宂的教育目标注重思维; (2) 生物科学探究的教育内容基于问题解决并具有丰富的学习活动; (3) 生物科学探究的教学过程全程均以科学家探宄方 式进行。 2. 生物科学探宄对初中生在问题解决中掌握学习策略有着显著促进作用 : (1) 基于问题解决过程
6、,启发、锻炼学生运用学习编码策略; (2) 丰富的学习活动更直观地引导学生的选择性注意策略; (3) 亲历探宄过程,促进学生反思和元认知。 3. 生物科学探宄对初中生学习情绪、兴趣、动机及意志有一定积极影响: (1) 营造民主学习氛围,促进学生产生积极学习情绪; (2) 问题为主线的丰富学习活动,激发学生学习兴趣、探知欲望,增强内部 动机; C3)积极的学习情绪、学习兴趣、学习动机为积极思维 创造条件。 综上所述,生物科学探宄教学能显著增强初中生思维能力、学习策略,对学 习情绪和学习兴趣都有积极影响,三者相互影响、相互促进,在初中生解决了问 题的时候问题解决能力随之提高。 关键词:科学探究;生
7、物教学;初中生;问题解决能力Abstract In the new era of knowledge and information explosion, technological competition and talent competition becomes more intense, the world more emphasis on cultivating innovative talents, so that students learn how to learn and think, has become the focus of attention of the comm
8、unity, including how to promote students problem-solving skills the increase is one of the core problems of modem education.Change the traditional indoctrination teaching, to promote and strengthen the implementation of scientific inquiry learning is a new era for school education requirements.The t
9、raditional teaching practices in light of the ability to light the nature of light quality philosophy and practices exist, hindering the cultivation of high quality talents, the teacher failed to explore a deep understanding of the biological sciences, in the current study did not involve biological
10、 theory of scientific inquiry on junior high school students problem-solving ability and what impact? This study sought to clarify precisely the problem. This study will combine theory and practice, the use of literature research, classroom observation and experimental research method, starting from
11、 the students* learning behavior, biological science with practical demonstration on the junior high school students to explore the impact of problem-solving ability, trying to solve the teaching practice, light capabilities, light nature, light quality issues, promote the transformation of learning
12、 styles.In theory provides a reference argument for our bioscience Research Study; junior high school students in practice to improve problem solving skills as the starting point and goal of the study, a deep understanding of biology teachers scientific inquiry to provide practical guidance and refe
13、rence, provide confidence and security for the school firmly implement the scientific inquiry learning. The main contents include: First Review of literature on the ability of biological scientific inquiry and problem solving. Including related concepts, ideas and theoretical basis of the origin of
14、scientific inquiry, basic concepts, elements and basic characteristics, classification, problem solving, research status and psychological basis of domestic and international capacity; Second, biological scientific inquiry and problem-solving abilities correlation. Including analysis of junior high
15、school students needed to solve biological problems, inIV problem solving structural composition and formation conditions to launch the biological basis for the development of scientific inquiry is the problem-solving abilities and demonstrate the process of scientific inquiry biological problem sol
16、ving ability. Third, empirical research capacity increased biological scientific inquiry teaching problem solving. Through the teaching behavior of biological science inquiry and traditional teaching of teachers and students in the classroom learning behavior were observed, as well as problem-solvin
17、g strategies factors and non-intellectual factors of scale analysis, scientific inquiry to investigate the biological problem solving junior high school impact. Due to the structure of problem-solving ability of the composition contains intellectual factors (cognitive thinking), non-intellectual fac
18、tors (motivation, emotion, etc.) and strategy factors (learning strategies), through these three studies, achieved the following results: 1. Biological scientific inquiry can significantly improve the ability of junior high school students thinking problem solving: (1) Biological science inquiry foc
19、used on thinking educational goals; (2 ) Educational content based on biological science inquiry and problem solving with a wealth of learning activities; (3) Whole process of Bio-scientific inquiry teaching scientists are exploring ways. 2. Biological science inquiry learning strategies for junior
20、high school students have mastered a significant role in promoting problem solving: (1) Based problem-solving process, inspiration, training students to use learning coding strategy; (2) Rich learning activities more intuitive strategy to guide students in selective attention; (3 ) Experience the in
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