教科书演替与初中学生生物科学探究能力培养初探

发布时间：2018-01-02 17:47

本文关键词：教科书演替与初中学生生物科学探究能力培养初探　出处：《西华师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：2001年教育部颁布了《义务教育课程标准(实验稿)》(简称《课标》),指导编写了2001年人民教育出版社初中生物实验教科书(以下简称2001年人教版)。2012年《义务教育课程标准(修订版)》(简称《新课标》)面向社会正是颁布,指导完成了全国约11套初中生物教科书的修订。重庆在2001年后使用2001年人教版;2012年后使用2012年人民教育出版社出版(以下简称2012年人教版)、北京师范大学出版社出版初中生物教科书(以下简称北师大版)、江苏教育出版出版初中生物教科书(以下简称苏教版)、河北少年儿童出版社出版初中生物教科书(以下简称冀教版)。本研究以重庆使用的五套初中生物教科书为研究对象,采用了内容分析法、比较研究发、文献研究法三种研究方法。具体以科学探究活动在教科书中表现的类型和数量、表现形式、开放性水平等方面进行统计并分析。其中以对2001年人教版和2012年人教版教科书为一纵向体系进行比较;以现行2012年人教版、苏教版、冀教版、北师大版初中生物教科书为一横向体系进行比较。通过对五套教材的量化分析比较,希望本研究的数据和结论能够为一线教学工作和教材编者提供一定的参考意见。在2001年人教版和2012年人教版的纵向比较中,结果表明,2001年人教版与2012年人教版在教材编写的框架结构上大体一致。活动项目类型2012年增加为20项,而2001年为14项;但2001年人教版活动项目数量为174项多于2012年人教版140项。2012年版生物教科书增加科学探究活动如“设计”、“制作”等,体现出2012年人教版初中生物教课书对《新课标》对培养学生科学探究这一理念的贯彻实施。相比之下,2001年人教版中的科学探究活动的类型主要表现为交流类,其中表现形式为表格类探究活动较少,科学探究活动的开放性水平多集中在开放性水平2。2012年人教版教材中科学探究活动的类型明显增加,达到在课堂上锻炼学生的科学探究性思维,注重培养学生的科学探究能力。在科学探究活动的表现形式上,实物图的比重增加,图片都来自生活,使学生更生动更直观的理解和参与到科学探究活动中来。同时能够领悟知识的掌握确实能解决生活中的实际问题,激发学生的学习兴趣,强化学习动机。对重庆现行四套教材的横向比较看出,这其中苏教版教材的明显特点是图片数量大,且其中大多是实物图。在科学探究模块相对使用了较多的渐进性问题,使学生在科学探究过程中层层递进的思考问题,为逻辑思维的训练奠定基础。冀教版教材实验类科学探究的数目多,对学生实际动手操作的要求高,注重学生的动手动脑能力同时发展,但在冀教版中科学探究开放性水平4的比例最小。北师大版教科书制作精良,在每一个科学探究活动环节都采用不同的背景色,在视觉上突出科学探究;同时教科书的活动项目设置类型少,简洁明了但框架清晰,科学探究活动项目的设置具有深度,开放性水平4较高,对学生科学探究活动的设置中更多的是给学生创造机会,对教材的依赖更小。2012年人教版是这四套版本中使用范围最大的一个版本,教科书中的选材没有区域性,适合全国各地的使用,教科书中的科学探究活动的类型对多,栏目名称设置约20多种,可见形式多样和科学探究在2012年人教版教科书中的重要地位。
[Abstract]:In 2001 the Ministry of Education promulgated the "compulsory education curriculum standard (experimental draft) (referred to as < > > Standard Guide), 2001 people's Education Press (hereinafter referred to as the junior middle school biology textbooks of pep in 2001.2012 years)" compulsory education curriculum standards (Revised Edition) > (referred to as the "new curriculum") oriented society is issued guidance, completed the revision of the country about 11 sets of junior high school biology textbooks. Chongqing 2001 Renjiaoban after 2001; after 2012 2012 the people's Education Publishing House (hereinafter referred to as the 2012 person teaching edition), Beijing Normal University press (hereinafter referred to as the junior high school biology textbooks of Beijing Normal University Edition), Jiangsu Education Publishing Publishing (junior high school biology textbooks hereinafter referred to as sujiaoban), Hebei children's Publishing House published biological textbook of junior middle school (hereinafter referred to as jijiaoban). In this study, Chongqing used five sets of junior biology textbooks as the research object, Using content analysis, comparative study, literature research method of three kinds of research methods. The type and number, specific to scientific inquiry activities in the textbook form, open level, statistics and analysis. In 2001 and 2012 of the PEP PEP Textbooks were compared for a vertical system in the 2012; peph, Jiangsu, jijiaoban, Beijing Normal University version of the junior high school biology textbooks for comparison of a horizontal system. Through the quantitative analysis of the five books, I hope the data and conclusions of this study can provide some reference for teaching and textbook editors. The results showed that in the longitudinal direction 2001 and 2012 PEP pep in 2001 and 2012, PEP pep in roughly the same in the textbooks. The frame structure project types in 2012 increased to 20, and 1 in 2001 In 2001 4; but the number of PEP activities for 174 more than 2012 PEP 140.2012 edition of biology textbooks increase scientific inquiry activities such as "design", "production", reflects the 2012 junior middle school biology textbooks of "new curriculum to cultivate students' scientific inquiry on this idea implement. In contrast, in 2001 the pep in scientific inquiry activities mainly for communication, which forms to form inquiry type less, the level of the openness of scientific inquiry activities and more concentrated in the open 2.2012 years PEP teaching materials in scientific inquiry activities increased significantly, to exercise the students in the classroom of scientific inquiry thinking, pay attention to the cultivation of students' scientific inquiry ability. In the form of scientific inquiry activities, increase the proportion of the physical map, pictures are from life, make students more vivid and more direct The concept of understanding and participate in scientific inquiry activities. At the same time to understand knowledge can really solve practical problems in life, stimulate students' interest in learning, strengthen the learning motivation of Chongqing. Transverse current four sets of materials comparison, which significantly Jiangsu Education Edition is the large number of pictures, and most of them is the real map. In scientific inquiry module relative to the use of progressive problems, make students think progressively in the course of scientific inquiry, to lay the foundation for logical thinking training. The number of Hebei Education Experimental Textbook of scientific inquiry of students more hands-on requirements, pay attention to students the ability of practice and development, but in the jijiaoban scientific inquiry in opening the proportion of 4. The minimum level of Beijing Normal University edition textbook well made, in every aspect of scientific inquiry activities by different The background color, highlighting the scientific inquiry in the vision; at the same time the textbook activities project settings are few, simple but clear framework, the project of scientific inquiry activity set with depth, open 4 level of higher, more students scientific inquiry activity settings to the students create opportunities for textbook on smaller.2012 PEP is use of the four versions in a version of the biggest material in the textbook, there is no regional, suitable for use throughout the country, the types of textbooks in scientific inquiry activities to set about 20 kinds, column name, and visible forms of scientific inquiry in 2012 to teach people the important position in textbooks.

【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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