高中生物学教学渗透“提出问题”技能训练的实验研究

发布时间：2018-04-30 09:03

本文选题：提出问题 + 技能训练　；参考：《福建师范大学》2015年硕士论文

【摘要】：生物新课程倡导探究性学习,科学探究一般包括“提出问题一作出假设—制定计划—实施计划—得出结论—交流与表达”。“提出问题”是科学探究的前提和基础,是科学探究能力的核心技能,是具有创新能力的重要表现。因此,在新课程改革理论的指导下,在中学生物教学中渗透“提出问题”技能训练是亟待解决的问题。本研究在详尽研读生物课程标准的基础上,广泛阅读了多种版本的高中生物教科书以及美国高中主流理科教材——《科学发现者》的教材内容,对适于进行“提出问题”技能训练的课程资源进行了统整；在综合比较“科学发现”过程与“提出问题”共同特点的基础上,归纳出了“提出问题”技能的程序性知识,并以该程序性知识为教学的内在线索,开展了高中生物学教学渗透“提出问题”技能训练的教学实验,总结了高中生物学教学渗透“提出问题”技能训练的有效策略。
[Abstract]:The new curriculum of biology advocates inquiry learning, and scientific inquiry generally includes "making hypothesis-making plans-implementing plans-drawing conclusions-communicating and expressing". "asking questions" is the premise and foundation of scientific inquiry, the core skill of scientific inquiry ability and the important performance of innovation ability. Therefore, under the guidance of the new curriculum reform theory, it is an urgent problem to infiltrate the "question raising" skill training in biology teaching in middle school. Based on the detailed study of biology curriculum standards, this study extensively read various versions of high school biology textbooks as well as the main science textbook of American high school, the Discovery of Science. This paper unifies the curriculum resources suitable for the training of problem-raising skills, summarizes the procedural knowledge of problem-asking skills on the basis of a comprehensive comparison of the common characteristics of the process of "scientific discovery" and "asking questions". Taking the procedural knowledge as the internal clue of teaching, the author carried out the teaching experiment of "question raising" skill training in biology teaching of senior high school, and summarized the effective strategy of "putting questions" skill training in biology teaching in senior high school.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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