初中生物学问题解决过程中思维障碍的分析研究

发布时间：2018-11-02 09:16

【摘要】：在解决生物学问题过程中,初中学生普遍存在着思维障碍。如何解决初中学生生物学问题解决过程中的思维障碍,不仅是教育研究者关注思考的一大问题,也是一线生物学教师迫切希望探究和解决的问题。造成生物学问题解决过程中思维障碍的因素有哪些?思维障碍对学优生和学困生的思维过程有怎样的影响?如何采取有效的策略来转化学生在生物学问题解决过程中的思维障碍?是本文要研究解决的三个问题。本文采用了文献法、调查法、错误分析法和口语报告法等研究方法或手段,对初中学生生物学问题解决的思维过程进行初探。依据思维结构理论将初中生问题解决过程中思维障碍的影响因素归为以下六方面：(1)目标性障碍；(2)知识经验的缺乏造成的思维障碍；(3)认知结构化程度低造成的思维障碍；(4)思维品质缺陷造成的思维障碍；(5)元认知能力低造成的思维障碍；(6)情绪因素造成的思维障碍等。通过初步探究、分析,证明这六种因素对学生生物学问题解决中思维障碍的形成有不同程度的影响。口语报告的分析结果显示,学优生与学困生问题解决过程存在明显不同。分析认为,学生生物学问题解决过程中存在思维障碍,不是由单一因素引起的,而是各因素之间相互作用的结果。最后针对造成思维障碍的影响因素,提出思维障碍的转化策略：关注学生情感,创造宽松民主的教学环境；注重学法指导,培养科学的思维方法；重视概念教学,构建良好的知识结构。
[Abstract]:In the process of solving biological problems, junior middle school students generally have thinking obstacles. How to solve the problem of junior high school students in the process of solving biological problems is not only a big problem that educational researchers pay attention to, but also a problem that biology teachers are eager to explore and solve. What are the factors that cause the obstacle of thinking in the process of solving biological problems? How does the thinking obstacle affect the thinking process of the excellent students and the students with learning difficulties? How to adopt effective strategies to transform students' thinking barriers in the process of solving biological problems? It is the three problems to be solved in this paper. In this paper, the methods of literature, investigation, error analysis and oral report are used to explore the thinking process of solving biological problems among junior middle school students. According to the theory of thinking structure, the influencing factors of thinking obstacles in the process of solving problems of junior high school students are classified into the following six aspects: (1) goal obstacles, (2) thinking obstacles caused by lack of knowledge and experience; (3) thinking obstacle caused by low cognitive structuring degree; (4) thinking obstacle caused by thinking quality defect; (5) thinking obstacle caused by low metacognitive ability; (6) thinking obstacle caused by emotion factor. Through preliminary exploration and analysis, it is proved that these six factors have different degrees of influence on the formation of thinking obstacles in solving biological problems of students. The analysis of oral report shows that there are obvious differences in the process of problem solving between the excellent students and the students with learning difficulties. It is concluded that there are some thinking obstacles in the process of solving biological problems, which are not caused by a single factor, but are the result of the interaction of various factors. Finally, aiming at the influence factors of thinking obstacle, the paper puts forward the transformation strategy of thinking obstacle: paying attention to students' emotion, creating a relaxed and democratic teaching environment, paying attention to the guidance of study method, cultivating scientific thinking method; Pay attention to concept teaching and construct good knowledge structure.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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