高中生物《分子与细胞》模块生命科学史课程资源开发研究

发布时间：2018-08-29 12:34

【摘要】：生命科学史是关于生命科学发生发展历程的系统性描述,不仅反映科学知识发生、发展、系统化的进程,展现科学方法的应用和改进,而且蕴含了丰富的科学思想、科学精神、科学价值观。近年来,运用生命科学史开展教学活动已经在国内外教育界达成共识,我国《高中生物课程标准》一个明显的变化就是对生命科学史教育价值的认同,明确了开展生命科学史教学的课程目标、实施建议、课程资源开发建议,生命科学史资源的完善与否是有效开展生命科学史教学、提高生物科学素养的关键。本研究以人教版高中生物《分子与细胞》模块为例,基于生命科学史课程资源的现状和需求,提出了生命科学史课程资源的编排和开发建议。论文主要包括以下内容:一是采用内容分析法,以科学家为主线,对现行人教版高中生物教材《分子与细胞》模块中的科学史资料进行了定性、定量分析,发现教材中的科学史资料在科学家数量、科学史呈现方式、编写意图方面都有所改进,但是科学史内容仍较匮乏、零散不完整,有待进一步丰富和完善。二是采用问卷调查法对一线教师和高一学生进行了生命科学史教育价值认同度和科学史资源需求度等问题进行了调查,结果表明:(1)教师和学生对生命科学史教育价值的认同度普遍较高,95.3%的教师认为生命科学史教育有助于学生知识的理解、科研方法的学习、探究能力的培养,65.6%的学生关注科学史内容的学习,且82.6%的学生认为科学史可以提升学习兴趣;(2)有过半数的教师对教材中的科学史持满意态度,但许多教师认为教材中的科学史内容有待进一步完善;(3)教师获取科学史资料的主要途径依次是网络、教材、教学参考书,但多数教师认为网络资源可靠性低,教材和教学参考书资料零散,教材中的科学史资源不能满足一线教师的需求;(4)师生对教材中科学史资料的需求度均较高,并集中体现在有关科学研究的过程、方法、设计思路方面,教师和学生的需求度分别为87.0%和81.8%。三是结合《分子与细胞》模块的教材特点和不足、师生对生命科学史资源的需求情况,以高中生物课程标准为依据,以高中生的心理特征和认知程度为出发点,以科学家为主线、教材中的内容为基本单位总结了相关的生命科学史课程资源编排建议,整理了《分子与细胞》模块的科学史资料,建立了生命科学史资源库。研究结果不仅为教材中相关科学史资料的编写、一线教师的教学活动提供可靠的资料,还有利于生命科学史教育价值的深入挖掘。
[Abstract]:The history of life science is a systematic description of the course of development of life science, which not only reflects the process of occurrence, development and systematization of scientific knowledge, but also shows the application and improvement of scientific methods, and contains rich scientific thoughts and scientific spirit. Scientific values. In recent years, using the history of life science to carry out teaching activities has reached a consensus in the field of education at home and abroad. An obvious change in the Biology Curriculum Standard of Senior High School in our country is the recognition of the educational value of the history of life science. It is the key to develop the history of life science teaching effectively and improve the quality of biological science by making clear the curriculum objectives, implementing suggestions, developing curriculum resources and perfecting the resources of history of life science. Based on the current situation and demand of the curriculum resources of the history of life science, the author puts forward some suggestions for the arrangement and development of the curriculum resources of the history of life science. The main contents of this paper are as follows: firstly, using the content analysis method and taking the scientist as the main line, this paper makes a qualitative and quantitative analysis of the history of science data in the current senior high school biology textbook "molecules and cells". It is found that the history of science in the textbook has been improved in terms of the number of scientists, the way of presenting the history of science, and the intention of compiling, but the contents of the history of science are still scarce and incomplete, which need to be further enriched and perfected. Second, a questionnaire survey was carried out among first-line teachers and senior high school students on issues such as the recognition of the value of history of life science education and the demand for resources in history of science. The results show that: (1) teachers and students generally agree with the value of the history of life science education. 95.3% of the teachers think that the history of life science education contributes to the understanding of students' knowledge and the study of scientific research methods. 65.6% of the students pay attention to the study of the history of science, and 82.6% of the students think that the history of science can enhance their interest in learning. (2) more than half of the teachers are satisfied with the history of science in the textbooks. However, many teachers think that the contents of history of science in textbooks need to be further improved. (3) the main ways for teachers to obtain the history of science are network, teaching materials, teaching reference books, but most teachers think that the reliability of network resources is low. The teaching materials and teaching reference books are scattered, and the history of science resources in the teaching materials can not meet the needs of front-line teachers. (4) the demands of teachers and students on the history of science in the textbooks are high, and they are concentrated in the process and methods of relevant scientific research. The demand degree of teachers and students is 87.0% and 81.8% respectively. The third is to combine the characteristics and deficiencies of the textbook of "molecule and Cell" module, the demand of teachers and students for the history of life science resources, the high school biology curriculum standard as the basis, and the high school students' psychological characteristics and cognitive level as the starting point. Taking the scientist as the main line and the content of the textbook as the basic unit, this paper summarizes the relevant suggestions for arranging the curriculum resources of the history of life science, collates the history of science data of the module "molecules and cells", and establishes the history of life science resource bank. The results of the study not only provide reliable data for the compilation of the relevant history of science in the teaching materials, but also benefit to the further excavation of the educational value of the history of life science.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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