高中生物教材中生命科学史的内容解析

发布时间：2018-01-14 02:28

本文关键词：高中生物教材中生命科学史的内容解析　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：纵观国内外科学课程改革历程,科学课程常常采用科学史的方式来体现科学本质。如何更好地将科学史料融入到高中生物教材中,以利于培养学生的科学素养,是国际科学课程改革里普遍关注的问题。在我国,新一轮高中生物课程标准中明确指出,通过对生命科学史的学习,可以让学生站在巨人的肩膀上,沿着科学家的道路,探索奇妙的生物世界,掌握严谨的科研方法,理解科学的本质,感悟科学家为科学奉献的精神。新版的生物教材在编排上必然会对课标提出的这个新理念有所相应地体现,教师也会注意将生命科学史引入课堂教学。对此,本文主要选取新课程改革后我国人教版高中生物三册必修教材,分析研究其中的生命科学史部分,以了解当前我国人教版生物教材中生命科学史的选取、呈现方式及对科学本质的体现情况,发现其中的问题,为今后的教材编排及生命科学史教学策略提供参考意见,最终实现课标、理念、教材与教学的统一。本文在参考梳理大量文献的基础上,确定了分析教材中编排的科学史内容的三大主维度：教材中生命科学史内容的选择,生命科学史在教材中的呈现方式,生命科学史对科学本质的体现情况。在每个主维度下又细分次级维度以及次小维度,对教材进行了全面而又细致的分析。在内容分析的基础上,对比分析三本必修教材中生命科学史与教材的整合情况。结合国内外对教材进行分析的科研方法,确定了本文的研究方法和研究工具。研究结果表明：(1)教材选取的生命科学史所占的比重比较少,并且大多为国外的生命科学史,我国的生命科学史很少,多数只是提及或简单描述一个科学发现,所选的生命科学史大部分比较重视与社会、技术的联系。(2)教材中生命科学史的呈现方式多样,大部分以问题引导、图文结合的方式文本的呈现生命科学史；生命科学史在教材中的位置多样化,不仅在正文中呈现,众多栏目中也有生命科学史,有些还是专栏介绍；生命科学史在教材中呈现的建议也是多元化,有指导性阅读、非指导性阅读、讨论、历史数据分析、课后任务等建议。(3)生命科学史编排的内容体现出了科学的众多层次的本质,最重视科学知识的革命性方面的本质体现,科学过程实证性方面的本质体现,科学文化社会性方面的本质体现。本论文试图从理论层面研究揭示生物教材中科学史的编写特色与不足,通过比较研究三册必修教材中生命科学史的编排,发扬教材中生命科学史的编写优点,完善不足之处,更好地实现教材编写与课程标准、教学实施的动态衔接,使其成为更适合教与学的教学用书。通过上述研究解析,以期能够为中学生物教师提供一些借鉴,更好地以教材为载体,善于利用和转化教材中的科学史内容,进行课堂教学和课后活动,使科学史的教育价值能够真正得以最大程度地实现。
[Abstract]:Throughout the domestic and international science curriculum reform, science curriculum is often used in the history of science to reflect the nature of science. How to better integrate science materials into high school biology textbooks, to cultivate students' scientific literacy is the international science curriculum reform in the issues of common concern. In China, a new round of high school biology curriculum standard clearly pointed out, based on the life history of science learning, students can stand on the shoulders of giants, scientists along the road, explore the wonders of the living world, master the scientific research method of rigorous, the understanding of science, scientific insights scientists devote. The new biology textbook in this new arrangement will the concept of standard have put forward the corresponding reflected, teachers will also pay attention to the life science history into the classroom teaching. In this regard, this paper selects the new curriculum reform in China after the PEP high school students Three textbooks, analysis on the life history of science, to understand the current selection of Chinese teaching history of life science in biology textbooks, and presents the way to reflect the nature of science, to find out the problem, provide a reference for future teaching strategies and teaching material of life science history, finally realize the concept of curriculum, unified teaching materials and teaching. Based on combing the literature, identified three main dimensions of the history of science content analysis in the textbook: the history of life science in the textbooks selection, presentation of the history of life science in the teaching material, the life science history to reflect the nature of Science in each of the main dimensions and sub dimensions and small dimension segmentation, to teaching a comprehensive and detailed analysis. On the basis of the content analysis, comparative analysis of three compulsory teaching materials in life science The integration of history and teaching materials. A combination of research methods at home and abroad for materials analysis, determine the research methods and research tools. The results show that: (1) the selection of the teaching materials of the history of the life sciences accounts for less, and most of the foreign life history of science, China Life Science History rarely, most just refer to or describe a simple scientific discovery, the life science history most attention and social, technological links. (2) the history of life science textbooks in more ways, most of the problems of present guidance, life science history text graphic combination way of life science in the history textbooks; the position of diversification, not only appear in the text, there are many columns in the history of life science, some column introduces the history of life science in the textbooks; presenting recommendations are also diversified, have guided reading, not to The guide of reading, discussion, analysis of historical data, after the task and so on. (3) the arrangement of the history of life science content reflects the scientific nature of many levels, the most important essence of revolutionary scientific knowledge of the essence of the scientific process of empirical aspects, embodies the essence of cultural social science aspects. This paper tries to reveal the history of Science in biology textbooks from the theoretical research the characteristics and shortcomings, through a comparative study of the history of life science textbooks in three arrangement, carry forward the history of life science teaching materials in the preparation of advantages, improve the shortcoming, to better achieve the textbook and curriculum standard, teaching the implementation of dynamic linking, the be more suitable for the teaching of teaching and learning. Through the research analysis, in order to provide some reference for the high school biology teacher, better for the carrier to make good use of teaching materials, teaching materials and transformation The contents of the history of science, classroom teaching and after-school activities make the educational value of the history of science truly realized to the greatest extent.

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

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