基于量规的IBL教学对小学生科学探究能力的影响研究

发布时间：2018-06-20 04:40

本文选题：量规 + IBL　；参考：《华中师范大学》2017年硕士论文

【摘要】：《国家中长期教育改革和发展规划纲要(2010-2020)》明确提出探究性学习的重要性。同时,《全日制义务教育科学课程标准(3-6)年级》中提出,科学学习要以探究为本。学生学习科学要亲身实践,动手探究,在实践中探究,在探究中学习。如今,实践探究能力已经成为国家培养人才的一项重要指标。培养科学探究能力对提高公民的科学素养,国家培育创新人才尤为重要。现阶段我国小学开展探究性学习是提高中小学生科学素养最有效的途径。以往研究表明,量规既可作为评价工具可以使学生自评又能实现同伴互评,同时又作为学习工具,为学生的学习搭建“脚手架”,可以有效的提高学生的学习成效。而探究性学习充分发挥学生的主体作用,学生亲自实践通过“做中学”构建新知识。因此,本研究依托“基于APT教学模型的智慧教室创新应用”项目,设计了基于量规的IBL教学模式,以华中师范大学附属小学5年级(3)班60名学生作为研究对象,采用准实验研究法,结合了问卷调查、访谈法、课堂观察等方法,全面探讨了该教学模式对小学生科学探究能力、学业成绩、科学学习动机以及认知负荷等方面的影响。根据本研究的实证调查数据及分析结果,本研究的主要结论如下:(1)从前后测试题成绩来看,基于量规的IBL教学学生学习成绩有显著的积极影响,尤其表现在学生实验探究题和简答题的成绩。(2)从学生的实验记录单、观察者的观察量表以及学生探究能力评价量规的数据结合分析的结果可以得出,基于量规的IBL教学模式可以提高观察记录、得出结论的能力。(3)从学生调查问卷数据分析的结果看,在基于量规的IBL教学模式下,实验组与控制组的学生在学习动机方面不存在显著差异,但两个组学生的学习动机均较高。(4)通过分析认知负荷调查问卷的数据得到基于量规的IBL教学加重了学生的认知负荷,量规的运用增加了学生的学业负担。
[Abstract]:The outline of the National medium and long term Education Reform and Development Plan 2010-2020 > clearly points out the importance of inquiry learning. At the same time, in Grade 3-6 of the Science Curriculum Standard for Full-time compulsory Education, it is suggested that scientific study should be based on inquiry. Students should practice, explore in practice and learn in inquiry. Nowadays, the practical inquiry ability has become an important index for the country to train talents. It is very important to cultivate the ability of scientific inquiry to improve the citizen's scientific accomplishment and to cultivate innovative talents. At present, inquiry learning in primary schools is the most effective way to improve the scientific literacy of primary and middle school students. Previous studies have shown that the gauge can be used not only as an evaluation tool but also as a learning tool to set up scaffolding for students' learning, which can effectively improve the students' learning effectiveness. Inquiry learning gives full play to the main role of students, and students themselves practice the construction of new knowledge through "learning by doing". Therefore, based on the "innovative application of wisdom classroom based on apt teaching model", this study designed an IBL teaching model based on gauge, and took 60 students in Grade 3 of Grade 5 of Central China normal University as the research objects. By means of quasi-experimental research, questionnaire survey, interview and classroom observation, the effects of this teaching model on pupils' scientific inquiry ability, academic achievement, scientific learning motivation and cognitive load were discussed in an all-round way. According to the empirical investigation data and analysis results of this study, the main conclusions of this study are as follows: 1) from the point of view of the results of the test questions before and after, the results of IBL teaching students based on gauge have a significant positive effect. The results can be obtained from the student's experimental record sheet, the observer's observation scale and the data of the student's inquiry ability evaluation gauge, especially in the scores of the students' experimental inquiry questions and the short answer questions. IBL teaching model based on gauge can improve observation record and draw conclusion. (3) from the result of data analysis of student questionnaire, under the IBL teaching mode based on gauge, There was no significant difference in learning motivation between the experimental group and the control group, but the learning motivation of the two groups was higher. 4) by analyzing the data of cognitive load questionnaire, IBL teaching based on gauge increased the students' cognitive load. The application of the gauge increases the student's academic burden.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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