中美高中生物教材作业系统的比较研究

发布时间：2018-01-07 15:22

本文关键词：中美高中生物教材作业系统的比较研究　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近十几年的高中生物课程改革,在强调学生学习基础知识的基础上,更加强调能力的提升与情感态度价值观的培养,教材作为课程改革的重要组成部分,其三大系统之一的作业系统是提升技能与培养情感态度与价值观的重要途径。作业系统完善与否直接影响教材能否更好的体现课程改革的基本要求。为完善我国高中生物作业系统提供一些帮助,本研究选取我国高中生物教材人教版必修三本教材与美国高中主流生物教材《生物.生命的动力》三本教材的作业系统为研究对象,对其作比较研究,吸取所长,为我所用。本研究把生物教材作为一个大系统,又把它分为课文系统、图像系统与作业系统三个子系统,把作业作为一个系统来研究其结构与功能。通过文献法,搜集相关资料,为本研究奠定理论基础,又结合专家意见,把作业系统按功能分为11种类型：课前准备、学习新课、巩固操练、诊断、考试导向、参与、提升技能、增强社会适应性、发展个性、增强感情,随后运用定性研究的文本分析法与定量研究的数理统计法,分别对中美两套高中生物教材作业系统的作业类型、内容侧重点、时间安排、占表层系统比重、与其他系统的融合度五个方面进行研究,再用比较研究法对数理统计的结果的相对量进行比较分析,最后归纳总结并结合前文的理论基础得出如下几点：(1)作业类型都比较多元化,有利于学生的全面发展,但我国生物教材作业系统栏目安排的逻辑方面与加涅的学习与结果理论强调循序渐进学习不太吻合,其次综合性作业较少,不利于学生在知识、能力与情感态度价值观方面的升华；层次性不强,没有很好的体现面向全体学生的理念。(2)两国教材作业系统都比较注重发挥学生主体地位,激发学生兴趣,使学生积极主动的参与学习,但中国技能提升方面较弱,较侧重于测试与考试,这与课程标准三维目标能力目标不符,并且不利于素质教育的推行。(3)注重在课堂上完成作业,这样有助于减轻学生的学习负担,但减少了学生与家庭、社会的联系,不利于学生情感与价值观的正确发展。(4)作业系统占表层系统的比重都接近三分之一,很好的体现了“做”中学、手脑并用的教育理念。(5)两国教材作业系统与课文系统融合度较高,但中国教材作业系统与图像系统的融合度较低,这样不利于作业系统本身作用的发挥还影响教材整体作用的发挥。(6)中美两套教材中作业系统整体内容安排的较相似,但中国有些栏目内容设置的有些生硬,没有很好的与本国国情结合。根据以上结论,分别对我国高中生物教材作业系统的编制与教学的实施作了以下建议：作业系统编写方面,设置要循序渐进,项目设计加强综合性,面向全体学生,增强“提升技能”的作用,均衡课堂作业与课外作业,增强针对性与可操作性,增强作业系统与图像系统的融合度,吸取他人所长并使其中国化；教师实施方面,认真研究学生、课程标准与教材作业系统,不拘一格、勇于创新。
[Abstract]:In recent years, the high school biology curriculum reform, the students stressed that the basic learning basic knowledge, more emphasis on the training of values to enhance the ability and emotional attitude, teaching as an important part of the curriculum reform of the operating system, one of the three systems is an important way to cultivate and enhance the skills of emotional attitudes and values of the operating system. Improve the basic requirements of teaching material can better reflect the curriculum reform directly influence or not. To provide some help for the improvement of China's high school biology homework system, this study selects the high school biology textbooks PEP compulsory three textbooks and the mainstream of American high school biology textbook < biology. The dynamics of life > three textbook operation system as the research object, comparative study, draw on its strengths, for this study of the biology textbook. As a large system, and put it into the text system, image system and In the system of three subsystems, to study the structure and function of operation as a system. Through literature method, collecting relevant data, which provides the theoretical basis for this research, and combined with expert opinion, the operating system is divided into 11 types: preparation before class, learn a new lesson, consolidate practice, diagnosis. The examination oriented, participation, enhance skills, enhance social adaptability, personality development, enhance feelings, followed by the use of qualitative research and quantitative research of text analysis and mathematical statistics, respectively, on the Sino US two sets of senior high school biology textbook operating system operation type, content focus, time arrangement, accounting for the proportion of surface system, research and degree five aspects of the integration of other systems, compares the relative amount and method of comparative study on the results of mathematical statistics, and finally summed up on the basis of the theory above, draws the following several points: (1) all types of operation More diversified, conducive to the all-round development of students, but the learning and logic and the Gagne column arrangement of our country biology textbook operating system theory emphasizes that the gradual learning does not match, then comprehensive work less, is not conducive to the students' knowledge, ability and emotional attitude and values of sublimation; level is not strong, no the embodiment of good for all students (2) operating system concept. The two textbooks are more focused on playing the dominant position of students and arouse the interest of students, make students actively participate in learning, but China skills is weak, and focus on the test and examination, this is inconsistent with the curriculum standard and ability of three-dimensional target target conducive to the implementation of quality education. (3) to finish the homework in the classroom, it helps to ease the burden of students, but less students and family, social contact, is not conducive to learning The correct development of students emotion and values. (4) the operating system accounted for the proportion of surface system is close to 1/3, very well reflected in the "middle school", hands and brain of the philosophy of education. (5) the operating system teaching materials and text system integration degree is higher, but the China textbook operating system and image system the degree of integration is low, it is not conducive to the role of the operating system itself also play an integral role in the textbook play. (6) the operating system of Sino US two sets of textbooks in the overall arrangement of the contents are similar, but some stiff Chinese some column content settings, there is no good combination with national conditions. According to the above conclusion, respectively. The implementation of compilation and teaching of operating system of high school biology textbooks in China made the following recommendations: operating system written, set to step by step, strengthening the comprehensive design project, for all students, and enhance skills" The role of balanced classroom work and homework, and enhance the pertinence and operability, strengthen the degree of integration of operating system and image system, learn from others, and make it China; teachers, students to seriously study the operating system, the curriculum standards and teaching materials, not a lattice, the courage to innovate.

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

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