工作单评价高中生生物科学探究能力的实践研究

发布时间：2018-06-18 16:01

本文选题：工作单 + 高中生物　；参考：《南京师范大学》2015年硕士论文

【摘要】：随着新一轮课程改革的不断推进,科学探究逐渐成为生物学科教学中一种主流的教学理念和教学模式。科学探究活动的大量开展也对科学探究能力的评价提出了要求。但是,调查表明,我国中学学生的生物科学探究能力的评价仍采用单一的纸笔测验方式,这种传统的评价方无法有效的反映学生真实的科学探究能力。目前国际上公认的科学探究能力评价的最有效的形式是现场观察,但由于其高成本并不适合我国的国情,成本较低且同样有效的工作单逐渐成为国际上科学探究能力评价的主流方式。然而这样一种有效的方式在我国的研究、应用却极少。因此,本研究在研究工作单的基础上,对工作单在评价高中生生物科学探究能力中的应用展开了实践研究。首先,本研究解读了《普通高中生物课程标准》对高中生科学探究能力的要求,再结合课标归纳分析了苏教版生物必修一教科书中的科学探究内容。在此基础上选择了“探究酶的特异性”作为本研究的科学探究任务,并针对这一探究任务设计了结构性工作单。其次,笔者通过分析这一科学探究任务的能力结构,同时参照现有研究中关于生物科学探究能力评价的PTA量表中具体的评价指标,设计了相应的评价指南。最后,笔者选择了南京市某高中的3个高一班级共计138名学生,对他们实施了结构性工作单评价,并运用设计的评价指南对这138名学生的工作单进行延时评价。得出评价结果后,本研究一方面对评价结果进行数据处理,分析学生在工作单中所暴露出的问题,给出了相关教学建议；另一方面将工作单评价结果与教师现场观察的评价结果进行比较,分析工作单评价的有效性。同时,本研究也对工作单的设计、根据探究任务选择工作单类型以及工作单的使用方面提出有关意见和建议。本研究结果表明工作单评价结果与教师通过访谈和现场观察得出的评价结果在提出问题、作出假设、设计实验方案、分析实验现象和得出实验结论这几项的结果是较为一致的。这说明工作单在一定程度上可以代替现场观察,是一种有效且高效的科学探究能力评价方式。但是,在实施实验计划和表达交流这两项,教师现场观察的评价结果和工作单评价结果有明显差异,这表明工作单评价在反映学生这两项能力方面有局限性。分析工作单评价结果,我们发现学习成绩在不同层次的学生,其生物科学探究能力水平不同,表达交流能力是他们共同的弱项。通过比较男生和女生的具体得分情况发现,女生制定实验计划和设计实验方案、表达交流能力的平均得分明显高于男生,而其他方面的得分未见明显差异。
[Abstract]:With the development of new curriculum reform, scientific inquiry has gradually become a mainstream teaching concept and teaching mode in biology teaching. A large number of scientific inquiry activities also put forward the requirements for the evaluation of scientific inquiry ability. However, the investigation shows that the evaluation of biological science inquiry ability of middle school students in our country still adopts a single paper and pen test method, and this traditional evaluation method can not effectively reflect the students' true scientific inquiry ability. At present, the most effective form of evaluation of scientific inquiry ability is field observation, but because of its high cost, it is not suitable for the national conditions of our country. The low-cost and equally effective work order has gradually become the mainstream of the international evaluation of scientific inquiry ability. However, the application of such an effective way in our country is very few. Therefore, on the basis of the research work list, this study has carried out a practical study on the application of the work order in the evaluation of senior high school students' biological science inquiry ability. First of all, this study interprets the requirements of the ordinary Senior High School Biology Curriculum Standard for the high school students' scientific inquiry ability, and then induces and analyzes the scientific inquiry content in the textbook of the required biology subject in the Soviet Education Edition. On the basis of this, we chose "the specificity of inquiring enzyme" as the scientific inquiry task of this study, and designed a structural work sheet for this task. Secondly, by analyzing the ability structure of this scientific inquiry task, and referring to the specific evaluation indexes of PTA scale of biological science inquiry ability, the author designed the corresponding evaluation guide. Finally, the author selects 138 students from three senior high schools in Nanjing, and evaluates them with structural work orders, and applies the designed evaluation guide to the delayed evaluation of the work orders of 138 students. After getting the evaluation result, on the one hand, this research carries on the data processing to the evaluation result, analyzes the question which the student exposes in the work order, has given the related teaching suggestion; On the other hand, the evaluation results of work order are compared with the results of teachers' field observation, and the effectiveness of work order evaluation is analyzed. At the same time, this study also puts forward some suggestions and suggestions on the design of work orders, the selection of work order types and the use of work orders. The results of this study show that the results of work order evaluation are consistent with those obtained by teachers through interviews and on-the-spot observations, such as putting forward questions, making assumptions, designing experimental schemes, analyzing experimental phenomena and drawing experimental conclusions. This shows that work order can replace field observation to some extent and is an effective and efficient evaluation method of scientific inquiry ability. However, there are obvious differences between the evaluation results of teachers' on-the-spot observation and the evaluation results of work orders, which indicates that the evaluation of work orders is limited in reflecting the students' two abilities. By analyzing the results of work sheet evaluation, we find that students with different grades of academic achievement have different levels of biological science inquiry ability, and the ability to express and communicate is their common weakness. By comparing the specific scores of boys and girls, it was found that the average score of expressive communication ability of girls was significantly higher than that of boys, but there was no significant difference in other aspects.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【参考文献】