渗透科学史以促进初中生理解科学本质的教学模式研究

发布时间：2018-11-15 15:55

【摘要】：提高每一位学生的科学素养是科学课程的核心理念,而正确理解科学本质是具备科学素养的核心成分之一。然而当今常规教学中由于部分教师的错误示范使得学生对科学的认识是片面的甚至是错误的。同时,社会层面上唯科学和反科学思潮的不良影响也容易使学生文、理不通,致使学生难以全面发展。国内外研究的成果表明渗透科学史的教学是促进学生理解科学本质的有效途径,同时以“明示—反思”的方式更利于学生理解。鉴于此,本研究主要采用“明示—反思”的方式进行渗透科学史的教学,并选取杭州市采荷中学九年级的两个班级学生进行了实验教学。纵观国内融入科学史教学促进科学本质的研究,大多应用“融合”模式和马修斯的适度目标模式进行教学,但这两个教学模式不是普适的。在实际教学中,仍需要根据不同的知识属性做调整。因此,笔者依据不同课型改良出相适应的渗透科学史的教学模式,分别是:与“事实学习”课型相匹配的“IHVs情境—陶冶”和“自学—指导”模式;与“概念学习”课型相对应的“目标—导控—反馈”以及“融合”模式;与“规律学习”课型相对应的“启发—创新”和“融合”模式;“方法(技能)学习”课型则采用“探究—建构”模式。并在实验班实施渗透科学史的教学模式,控制班则采用传统的教学模式。本研究主要做了如下几个方面工作:第一,翻译了美国2013年4月发布的《新一代科学教育标准》,对其中所述的科学本质进行了整理和分析;第二,对科学本质的演变和国内外的相关研究成果进行述评,结合初中生身心发展规律以及中、美的科学课程标准,在此基础上,构建了我国初中生阶段应具备的科学本质观;第三,为了解学生科学本质观现状,自行编制了信、效度都较高的《初中学生科学本质观调查问卷》并在教学实验前对研究对象进行了前测;第四,依据不同课型改良出渗透科学史的教学模式并进行为期2周的实验授课。“方法学习”课型的《物质的分类》采用“探究—建构”模式,同属于“事实学习”的电能和核能,则分别以“IHVs情境—陶冶”和“自学—指导”的教学模式展开教学。在教学实验后对两个班的学生再次进行本质观测试,并利用SPSS19.0软件对数据进行统计、分析。结果显示,教学前,两班对科学本质的理解没有明显差异,而在实验教学后实验班学生的科学本质观得到很大提升。可见,利用笔者改良过的渗透科学史的教学模式进行授课对促进学生理解科学的本质有一定的作用。
[Abstract]:To improve the scientific literacy of every student is the core idea of science curriculum, and to understand the essence of science correctly is one of the core components of scientific literacy. However, due to some teachers' error demonstration, students' understanding of science is one-sided or even wrong. At the same time, the bad influence of only science and anti-science trend on the social level makes the students difficult to develop in an all-round way. The research results at home and abroad show that the teaching of permeating the history of science is an effective way to promote students' understanding of the essence of science, and at the same time, it is more beneficial to students' understanding by the way of "explicit reflection". In view of this, this study mainly adopts the way of "ostensive-reflection" to carry on the teaching of permeating the history of science, and selects two classes of students in the ninth grade of Hangzhou Caihe Middle School to carry on the experiment teaching. Throughout the study of the nature of science promoted by the integration of history of science teaching in China, most of them use the "fusion" model and Matthews' moderate goal mode to teach, but these two teaching models are not universal. In the actual teaching, we still need to adjust according to different knowledge attributes. Therefore, according to different classes, the author improves the appropriate teaching mode of infiltrating the history of science, which is: "IHVs situation-edification" and "self-study-guidance" matching with the "fact learning" curriculum; The model of "goal, guidance, control and feedback" and "fusion" corresponding to "concept learning" and "heuristic innovation" and "fusion" corresponding to the pattern of "regular learning"; The method (skill) learning model adopts the mode of inquiry-construction. And the experimental class carries out the teaching mode of infiltrating the history of science, while the control class adopts the traditional teaching mode. The main work of this study is as follows: first, we have translated the New Generation Science Education Standards issued by the United States in April 2013, and analyzed the nature of science mentioned therein; Second, the evolution of the nature of science and related research results at home and abroad are reviewed, combined with the law of the physical and mental development of junior high school students and the Chinese and American science curriculum standards, on the basis of this, the author constructs the concept of scientific essence of junior high school students in our country. Third, in order to understand the present situation of students' scientific essence, we have compiled the questionnaire of students' Scientific essence of Junior High School students with high validity and made a pre-test on the subjects before the teaching experiment. Fourthly, the teaching mode of infiltrating the history of science should be improved according to the different teaching patterns and the experimental teaching should be conducted for 2 weeks. The "Classification of matter" of "method Learning" adopts the mode of "Inquiry and Construction", while the electric energy and nuclear energy, which belong to "fact learning", are taught in the teaching mode of "IHVs situation-edifying" and "self-study guidance", respectively. After the teaching experiment, the students of the two classes were tested again, and the data were analyzed by SPSS19.0 software. The results show that there is no obvious difference in understanding the nature of science between the two classes before teaching, but after the experimental teaching, the students' view of the nature of science has been greatly improved. It can be seen that teaching with the improved teaching mode of infiltrating the history of science plays a certain role in promoting students' understanding of the essence of science.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.98

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