高中生物教学中前概念转化的教学策略的实践研究

发布时间：2019-01-21 20:16

【摘要】：我国制定的《普通高中生物课程标准(实验)》中将“提高每个高中学生的生物科学素养”确定为课程标准实施的核心任务。科学素养的形成以科学知识和科学方法为基础,而科学概念是科学知识的基本组成单元。学生的生活经验和对生物学概念的既有认知,即他们已有的前概念,会对学生的生物学科学概念的理解和学习产生重大影响。因此对学生的前概念进行调查,并在课堂教学中有针对性的运用前概念转化策略进行教学活动,帮助学生将前概念转化为科学概念是非常有意义的。本研究主要从以下四个方面进行阐述：1.从理论层面概述了前概念的产生、发展、以及对科学概念的学习和理解产生的重要影响,总结了近现代以来国内外教育学者对教学前概念的研究和成果。在此基础之上,提出了本研究所依赖的教学理论,为前概念转化教学策略的研究提供理论支持。2.利用“以学定教”策略,对学生的前概念进行了深入的调查和了解,分析学生前概念的存在情况,总结前概念的性质和内容,为其它教学策略的研究和实施奠定基础。3.利用“实验探究”、“模型建构”、“概念图”、“科学发展史”这四种教学策略,选择有代表性的教学内容作为课例,分析前概念转化教学策略在概念教学中的应用。4.采用实验班与对照班进行教学,比较学生的学习兴趣、学习方法、自我效能感、前概念测试和生物学期中考试这五方面的成绩,通过对实验结果进行平均分、T值和P值的分析,来检测前概念转化教学策略在教学实践中的效果。研究结果表明,实施有针对性的前概念转化教学策略,通过从不同角度对学生产生刺激,学生的学习兴趣、学习方法、自我效能感也有明显的提高和改善。同时,不同的教学情境能激发学生的认知冲突,帮助学生有效的将前概念转化为科学概念,使学生的学习成绩有了较明显的提高。这说明前概念转化教学策略的实施对转化学生的前概念是有效的。
[Abstract]:In the General Senior High School Biology Curriculum Standard (experiment), "improving the biological science literacy of each senior high school student" is defined as the core task of the curriculum standard implementation. The formation of scientific literacy is based on scientific knowledge and scientific methods, and the concept of science is the basic unit of scientific knowledge. Students' life experience and their existing cognition of biological concepts, that is, the preconceptions they already have, will have a great impact on students' understanding and learning of biological scientific concepts. Therefore, it is very meaningful to investigate the students' pre-concept and use the pre-concept transformation strategy in the classroom teaching to help the students to transform the pre-concept into the scientific concept. This research mainly from the following four aspects: 1. This paper summarizes the emergence and development of pre-concept and the important influence on the study and understanding of scientific concept from the theoretical level, and summarizes the research and achievements of domestic and foreign educational scholars on the concept of pre-teaching since modern and modern times. On the basis of this, the author puts forward the teaching theory which is relied on in this study, which provides theoretical support for the study of the teaching strategy of pre-concept transformation. 2. Based on the strategy of "teaching by learning", this paper makes a deep investigation and understanding of the students' pre-concept, analyzes the existence of the pre-concept, summarizes the nature and content of the pre-concept, and lays a foundation for the research and implementation of other teaching strategies. Using the four teaching strategies of "Experimental Exploration", "Model Construction", "concept Map" and "History of Science Development", this paper selects representative teaching contents as lesson examples, and analyzes the application of pre-concept transformation teaching strategy in concept teaching. 4. The experimental class and the control class were used to compare the students' learning interest, learning methods, self-efficacy, pre-concept test and biological midterm test. The analysis of T value and P value is used to test the effect of pre-concept transformation teaching strategy in teaching practice. The results show that the implementation of targeted pre-concept transformation teaching strategy, through different perspectives to stimulate students, students' interest in learning, learning methods, self-efficacy also has a significant improvement and improvement. At the same time, different teaching situations can stimulate the students' cognitive conflict, help students to effectively transform the pre-concept into scientific concepts, so that the students' academic performance has been significantly improved. This shows that the implementation of pre-concept transformation teaching strategy is effective to transform students' pre-concept.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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