中学生物学教师视角下的前科学概念相关调查及诊断方法改良初探

发布时间：2018-03-07 18:39

本文选题：前科学概念　切入点：二段式测验　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：研究表明在进入课堂时,学生的头脑并非一片空白,通过生活中的观察和实践,学习中的自学等方式,他们脑海中已经存在了许多或正确或错误、或完整或片面、或深刻或肤浅的概念,这些在掌握科学概念之前形成的概念一般被称为前概念或前科学概念。现阶段各国科学教育改革已将凸显大概念的重要性作为一个重点,而概念教学中我们又无法规避前科学概念的影响。故本研究意在通过调查问卷的数据结果呈现出时下中学生物学教师对于前科学概念元认知、态度、处理方式、诊断方式等的实际情况,揭示概念教学中存在的具体问题。作为前科学概念研究的前端基础部分,诊断方法的开发和改良引起了本人的重视,在借鉴国外相关研究成果的基础上,开发出了一种基于二段式测验和确定性指数分析相结合的诊断方法,以期为教师在教学工作中诊断学生的前科学概念提供示范与指导,为传统的教学提供新的思路。经过对调查问卷的数据分析,得出以下结论：(1)教师的前科学概念元认知水平普遍偏低。(2)教师对学生的前科学概念不够重视,处理方式欠缺。(3)前科学概念内容相关的教师培训过少或没有。(4)教师对前科学概念的诊断方法不了解,使用频率低。另,通过对基于二段式测验和确定性指数分析相结合诊断方法的使用效果分析,得到结论：(1)本诊断方法较为有效,能够将学生头脑中的前科学概念问题揭示出来。(2)本诊断方法仍有瓶颈问题亟待解决。根据本文得到的研究结果,建议增加有关前科学概念内容方面的培训；教师自身要增强前科学概念意识；教育研究者最好能够构建出“前科学概念数据库”,同时开发更多适用性强的诊断方法。
[Abstract]:Studies have shown that students' minds are not blank when they enter the classroom. Through observation and practice in life and self-study in study, there are already many right or wrong, complete or one-sided ways in their minds. Or profound or superficial concepts, which are commonly referred to as pre-concepts or pre-scientific concepts before they are mastered. At this stage, the reform of science education in various countries has made it a priority to highlight the importance of large concepts, However, in concept teaching, we can not avoid the influence of pre-scientific concept. Therefore, the purpose of this study is to show the metacognition, attitude and processing of pre-scientific concepts among biology teachers in middle school through the data of questionnaire. The development and improvement of diagnostic methods, as the front-end basic part of pre-scientific conceptual research, has attracted my attention. A diagnosis method based on two-stage test and deterministic index analysis is developed on the basis of reference of relevant research results in foreign countries, in order to provide demonstration and guidance for teachers to diagnose students' pre-scientific concept in teaching work. Through the data analysis of the questionnaire, we can draw the following conclusions: 1) the teachers' metacognition of pre-scientific concepts is generally low. 2) the teachers do not pay enough attention to the students' pre-scientific concepts. (3) lack of training of teachers related to the content of pre-scientific concepts. (4) Teachers do not understand the diagnostic methods of pre-scientific concepts and use them less frequently. By analyzing the effectiveness of the diagnostic method based on two-stage test and deterministic index analysis, it is concluded that the diagnostic method is effective. (2) there are still some bottleneck problems in this diagnosis method. According to the results of this paper, it is suggested to increase the training on the content of pre-scientific concepts. Teachers themselves should enhance their awareness of pre-scientific concepts, and educational researchers should be able to construct a "database of pre-scientific concepts" and develop more diagnostic methods with strong applicability.
【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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