深入机制的小学科学教学对学生学习迁移影响的研究

发布时间：2018-05-04 05:47

本文选题：机制 + 机制推理　；参考：《西南大学》2017年硕士论文

【摘要】：迁移是科学学习中的普遍现象,同时也在科学学习中起着重要的作用。美国国家理事会NRC发布的《K-12科学教育框架》中将核心概念和跨学科概念设为主要学习内容,其理论基础正是学习迁移;我国最新版小学科学课程标准,在划分的学段目标九要素中也专门提出“迁移应用”一项。在科学知识呈指数式增长且互联网信息技术日益发达的大背景下,科学教育越来越需要倚重学习迁移,为学生打造最基础、最具迁移力的思维图式,以使学生在学习中能触类旁通、举一反三,能够成为具有终身学习能力的科学学习者、科学知识的使用者乃至创造者。机制推理是科学研究的重要组成部分,将机制推理引入科学学习,有助于提升科学研究效率和结论可靠性,发展创造性思维,增进知识迁移以及科学本质观。因此,本研究首先通过文献法对国内外有关“机制”的研究进行了全面、详细的梳理,为本课题的开展提供系统的理论依据。随后以4年级学生“热胀冷缩”单元学习为例,划分实验组与对照组探索深入机制的小学科学教学与学生学习迁移之间的关系,并对实验结果进行详细归因分析,并在此基础上提出提升科学学习迁移水平的相关建议。研究主要围绕以下几个问题展开:1.“机制”这一概念是什么?什么样的教学是深入机制的教学?2.怎样在课堂教学中融入机制,如何编写深入机制的教学设计?3.深入机制的小学科学教学与学生的学习迁移有何关系?4.实验研究结果的归因分析,以及如何从机制推理方面入手优化小学科学教学?针对以上问题,通过国外对机制推理行为的已有研究编写深入机制的小学科学热胀冷缩单元的实验案和教参式一般性教案,设计测试工具和访谈提纲,对学生学习迁移进行实验研究。经过前后测试调查结果显示,在学习迁移划分的三个维度上,实验组近迁移水平、远迁移水平以及社会文化层面的迁移水平的提升程度均优于对照组;具体归因为以下四点:(1)指向深层机制的探究活动设置是提升学习迁移水平的主要因素;(2)深入机制的讨论给想法提供了充分的表达交流空间,是提升学习迁移能力的必要条件;(3)教师追问的解释层次定位对学生探究能否深入机制有显著影响;(4)类比推理是学生构建机制性解释的重要资源。此外,从两个实验班的差异可以得知班级“领头羊”对提升学习迁移也有积极促进作用。最后,从机制性层面提升学习迁移水平来对小学科学教学设计与课堂提出几点建议:(1)科学教学目标应更多体现对学生参与机制性活动的认知行为要求;(2)科学教学活动设置应为深入机制的思考创设空间;(3)科学教学应采用“层次下延”的追问方式,关注类比推理的使用,以促进学生机制性思考的深入发展;(4)发挥班级“领头羊”作用有利于带动班级机制性思考。
[Abstract]:Transfer is a common phenomenon in scientific learning and also plays an important role in scientific learning. The Framework of K-12 Science Education, published by NRC of the National Council of the United States, sets core concepts and interdisciplinary concepts as the main learning contents, the theoretical basis of which is the transfer of learning, and the latest edition of science curriculum standards for primary schools in China. "transfer application" is also put forward in the nine elements of the division. With the exponential growth of scientific knowledge and the increasing development of Internet information technology, science education needs to rely more and more on learning transfer to create the most basic and most transferable thinking schema for students. In order to make the students learn by analogy and draw a conclusion from one another, they can become science learners, users and even creators of scientific knowledge with lifelong learning ability. Mechanism reasoning is an important part of scientific research. The introduction of mechanism reasoning into scientific learning will help to improve the efficiency and reliability of scientific research, develop creative thinking, enhance knowledge transfer and scientific essence view. Therefore, this research firstly makes a comprehensive and detailed research on the "mechanism" at home and abroad through the literature method, and provides a systematic theoretical basis for the development of this subject. Then, taking the "heat expansion and cold contraction" unit learning of grade 4 students as an example, this paper divides the relationship between the experimental group and the control group to explore the deep mechanism between the primary school science teaching and the students' learning transfer, and makes a detailed attribution analysis of the experimental results. On the basis of this, some suggestions are put forward to improve the level of scientific learning transfer. The research focuses on the following questions: 1. What is the concept of "mechanism"? What kind of teaching is going deep into the mechanism of teaching? How to integrate the mechanism in classroom teaching and how to compile the teaching design of deep mechanism. What is the relationship between the deep mechanism of primary school science teaching and the students' learning transfer? The attribution analysis of the experimental research results and how to optimize the primary school science teaching from the aspect of mechanism reasoning? In view of the above problems, through the existing research on the reasoning behavior of mechanism in foreign countries, we write the experimental plan and the general teaching plan of the scientific thermal expansion and contraction unit of primary school with deep mechanism, design test tools and interview outline. An experimental study was carried out on the transfer of students' learning. The results of pre-and post-test showed that in the three dimensions of learning transfer, the level of near-transfer, the level of distant migration and the level of sociocultural transfer in the experimental group were better than those in the control group. Specifically attributed to the following four points: 1) the setting of inquiry activities pointing to the deep mechanism is a major factor in improving the level of learning transfer. (2) the in-depth discussion of the mechanism provides ample space for the expression and exchange of ideas. It is a necessary condition to improve the ability of learning transfer. (3) the position of explanation level of teacher's inquiry has a significant influence on the mechanism of students' inquiry. (4) analogical reasoning is an important resource for students to construct systematic explanation. In addition, from the differences between the two experimental classes, it can be concluded that the class leader has a positive effect on the promotion of learning transfer. Finally, Some suggestions on Primary School Science Teaching Design and classroom from the Mechanism level: 1) the goal of Science Teaching should more embody the Cognitive behavior requirement of students participating in Institutional activities We should create a space for further thinking about the mechanism. (3) the scientific teaching should adopt the method of "delving at the lower level". Pay attention to the use of analogical reasoning, in order to promote the further development of students' institutional thinking, give play to the class "leader" role is conducive to promote class institutional thinking.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

【参考文献】