新课程理念下运用生物科学史提高中学生生物科学素养的实践研究

发布时间：2018-01-14 04:06

本文关键词：新课程理念下运用生物科学史提高中学生生物科学素养的实践研究　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：提高公民的科学素养是新课程标准的基本理念之一,生物学科学素养是科学素养不可或缺的重要的组成部分。生物科学素养是指公民参加社会生活、经济活动、生产实践和个人决策所需的生物科学知识、探究能力以及相关的情感态度与价值观。普通高中《生物课程标准》指出,科学是一个发展的过程。学习生物科学史能使学生沿着科学家探索生物世界的道路,理解科学的本质和科学研究的方法,学习科学家献身科学的精神。即科学虽然是不断变化的,但是科学的某些目标与方法具有某种意义的永久性和思想上的连续性。高中生具备了一定的抽象思维的能力但不能完全充分掌握并应用这种思想方法。因此利用丰富的科学史资料进行探究性趣味性教学,让其独自得到方法,自己总结规律。从而提高学生的生物科学素养。目前我国在研究科学史教学方面尚处于初级阶段。但是有大量的学者正在就我国的基本国情提出适合我国国情的科学史教育方案。并且以美国为主的西方国家科学史教学的发展历史也是我们宝贵的财富。相信随着研究的深入,我国必能在科学史教学方面取得重要突破。本研究分为两大部分。第一部分是对目前的科学史教学情况进行调查分析,结果表明大多数教师对课内外科学史没有足够的认识,不能用有效的教学策略运用科学史进行科学史教学。第二部分是针对科学史教学调查结果制定科学史教学的计划。主要方法包括运用丰富的科学史进行趣味性探究性教学。并不仅仅是对科学史知识进行大量的罗列,而是作为一个系统有始有终的进行教学。即把人物传记的科学故事,科学小实验,科学的偶然发现等等以多种多样的方式呈现在学生面前。在教学过程中主要采用探究式教学,启发式教学,结合当时的技术条件让学生独立思考,通过问题串一步步的深化学生对本节内容认识。在课堂上总结科学方法如控制变量法,类比法,同位素标记法等;科学思想如注重结构与功能相适应,系统的思想,对照实验,演绎推理等;在科学精神上注重锲而不舍,献身国家,为理想而奋斗等等。进而达到三维教学目标提高学生生物科学素养。研究最后对试验班与对照班的教学结果进行分析,结果表明科学史教学使教学内容趣味化,让学生从枯燥的科学结论中解脱出来,学生们被科学家的故事深深吸引,激发学生的学习兴趣。对从知识性内容的考察结果来看差异较为显著。足见科学史在提高学生对知识的识记上的作用有限。但是在对于教学难点而言,科学史有助于知识的记忆。在能力培养方面,通过科学史教学使沿着前人研究足迹,发现问题,思考问题,对先辈的思想方法进行对比分析。发现前人的优点与不足,对学生的逻辑思维能力有重要作用科学史教学提高了学生的独立思考的能力。在情感态度价值观方面,在科学家的研究历程中,有成功也有失败。在成功时懂得奉献自己,在失败时懂得执着。在不断地得与失的研究历程中,科学家的行为,思想深深的影响这学生们。
[Abstract]:Improve the scientific literacy of citizens is one of the basic concepts of the new curriculum standard, biological science literacy is an important part of scientific literacy indispensable. Biological science literacy refers to the citizens to participate in social life, economic activities, production practice and personal decision required for biological science inquiry ability and related knowledge, attitudes and values. "Ordinary high school biology curriculum standards" pointed out that science is a process of development. Learning Bio Science history can make students along the way of the world scientists to explore the biological nature and scientific research methods, scientific understanding, learning scientists dedication to science. Although science is constantly changing, continuity and thought but permanent some of the goals and methods of science has a certain meaning. High school students have a certain ability to think abstractly but not fully grasp and use This way of thinking. Therefore the rich history of science inquiry teaching interest, let alone get their own methods, summed up the law. In order to improve the biological scientific literacy of students. At present our country in the history of science teaching and research is still at the primary stage. But there are a large number of scholars are put forward the scheme of scientific history education suitable for China the basic situation of our country. The development of history teaching the history of Science in western countries and dominated by the United States is our precious wealth. I believe that with further research, our country will be made an important breakthrough in the history of Science Teaching. This research is divided into two parts. The first part is the investigation and analysis of the history of science the results show that teaching, most teachers don't have enough understanding of the history of science class, can not use the effective teaching strategies of history of science of science history teaching. The two part is to develop the teaching of the history of science teaching history of science investigation plan. The main methods include interest inquiry teaching the history of science. It is not only rich in knowledge of the history of science for a large number of listed, but as a system through teaching. That is the biography of Science stories, science experiment, the accidental discovery of science and so on in a variety of ways presented in front of students. In the teaching process of inquiry teaching, mainly using heuristic teaching, combined with the technical condition of the time for students to think independently, through the understanding of the contents of this section on deepening the students step by step. Summarize the scientific method in the classroom as a control variable method, analogy method, isotope labeling method; scientific thoughts such as focusing on the structure and function of adaptation, system theory, control experiment, deductive reasoning; focus on the scientific spirit Perseverance, dedication, struggle for the ideal and so on. In order to improve the scientific literacy of students. At the end of the study the three-dimensional teaching objectives of the experimental class and control class teaching results were analyzed and the results show that the history of science teaching content interesting, let the students free from the scientific conclusion of boring, the students were fascinated by scientists the story, stimulate students' interest in learning. The study results from the knowledge content of the history of science shows. The difference is significant in improving the students' knowledge of memorizing the limited effect. But in the teaching difficulty, the history of science contributes to the knowledge of memory. In the aspect of training ability through the teaching of the history of science along the previous research footprint, found the problem, thinking and thinking method of ancestors were analyzed. The advantages and disadvantages of the predecessors, the students logical thinking ability An important role in the history of science teaching to improve students' ability of independent thinking. In the emotional attitude and values, in the course of study of scientists, there are successes and failures. His dedication in success, how persistent in failure. In the course of study to gain and loss of their behaviors influence deeply the idea of the students.

【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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