高中生“植物的激素调节”迷思概念调查及其转变研究

发布时间：2018-07-22 12:48

【摘要】：由于自身生活经验或已有知识的影响,学生在接受正规的科学教育之后对某些概念的理解与科学概念的内涵有一定的偏差。这些与科学概念内涵不一致的概念称为迷思概念。迷思概念阻碍了学生科学概念体系的建立,对课程的学习和今后的生产生活也可能产生不良影响。因此,了解并掌握学生的迷思概念并进行转变策略研究是教学和教学研究工作中的重要内容。“植物的激素调节”是中学生物课程教学中的重要内容,涉及较多的生物学概念,且有些概念较为抽象,学生在学习过程中容易形成迷思概念。迄今为止,国内外对中学生物学学习过程中的迷思概念进行了较多研究,但是研究对象主要涉及植物的光合作用、生物的遗传和变异等,对高中生“植物的激素调节”迷思概念研究极少见到公开报道。本文在分析和总结相关文献资料的基础上,通过访谈以及自行设计的二段式诊断测验问卷总结出高中生在学习“植物的激素调节”后出现的常见迷思概念及其形成原因,在此基础上提出了相应的转变策略,以便为“植物的激素调节”教学提供参考,帮助高中学生更好地学习和理解“植物的激素调节”这一章的内容。研究结果表明高中学生在学习“植物的激素调节”这一章内容之后主要存在八个方面的迷思概念,分别为向性运动的定义、植物激素的定义、胚芽鞘向光生长的原因、生长素的运输方式、生长素或生长素类似物作用的两重性、植物的顶端优势现象、各种植物激素的产生及作用、植物激素和植物生长调节剂的根本区别。针对上述问题,结合相关学习理论、概念转变理论和教学设计理论,提出了多媒体动画、拓展课本实验、小组合作学习和概念图等教学策略,并给出了相应的教学建议。
[Abstract]:Due to the influence of their own life experience or existing knowledge, there is a certain deviation between the understanding of some concepts and the connotation of scientific concepts after receiving formal science education. These concepts, which are inconsistent with the connotation of scientific concepts, are called myth concepts. The concept of myth hinders the establishment of the scientific concept system of students and may have a negative impact on the study of curriculum and the production and life in the future. Therefore, it is an important content in teaching and teaching research to understand and master the concept of students' myth and carry on the research of transformation strategies. "Plant hormone regulation" is an important part of biology teaching in middle school. It involves many biological concepts, and some of them are abstract. Students can easily form the concept of myth in the course of study. Up to now, many studies have been done on the concept of myth in the process of biology study in middle school, but the research objects are mainly concerned with plant photosynthesis, biological inheritance and variation, and so on. The research on the concept of plant hormone regulation in high school students is rarely reported in public. Based on the analysis and summary of relevant literature, this paper summarizes the common misconceptions and their causes after learning "plant hormone regulation" in senior high school students through interviews and self-designed two-stage diagnostic test questionnaire. On this basis, the corresponding transformation strategies are put forward in order to provide a reference for the teaching of plant hormone regulation and to help the senior high school students to learn and understand the contents of the chapter on plant hormone regulation better. The results show that after studying the chapter "hormone regulation of plants", there are mainly eight misconceptions, namely, the definition of directional exercise, the definition of plant hormone, and the reason why coleoptile grows to light. The transport mode of auxin, the duality of auxin or auxin analogues, the apical dominance of plants, the production and action of various plant hormones, and the fundamental difference between plant hormones and plant growth regulators. In view of the above problems, combined with relevant learning theory, concept transformation theory and teaching design theory, this paper puts forward some teaching strategies such as multimedia animation, expanding textbook experiment, group cooperative learning and concept map, and gives corresponding teaching suggestions.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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