小学科学教科书调适研究

发布时间：2019-05-21 21:52

【摘要】：教科书作为课程与教学领域中不可替代的要素,是理论和实践对接的桥梁,是国家意志的体现,是民族文化的传承,是教师教学的依据和学生学习的媒介。教科书自身多样的角色必定会引发或多或少的教学“不适”。加之我国幅员辽阔,“一纲一本”的教科书制度已不再适用。随着国家基础课程改革深入,课程教学权利进一步下放,人们更加意识到教科书的重要作用,教科书作为师生教学的直接文本,其在实践教学层面的改革越发迫切。况且小学科学承担着培养学生科学素养、为国家公民素质奠基的使命,研究发现教科书中存在着诸多“不适”问题。如何提高教学品质,让教科书“顺性适需”,已成为一线教师们教学任务的要求和课程改革深化的必然趋势。本文在综述国内外教科书研究基础上,借鉴已有成果,笔者选取S市N区W老师和L区J老师为个案样本,通过问卷调查、深度访谈、非结构化访谈、课堂观察等方法,走进真实的小学科学课堂,仔细观察认真记录,多角度地收集资料,从中发现小学科学教科书在教学实际中确实存在“不适应”现象,突出问题有教学内容的选择、教学时数、编排顺序不符合教学实际与学生需求;实验设计数量多,在实验类型、实验表格、实验操作、实验材料等环节存在缺陷;教科书结构如版式、图文匹配、栏目设计等问题不一而足;教科书中作业形式、质量难以保证;辅助性教学资料常常未能发挥真正作用等等。面对这些“不适应”教学实际的教科书问题。本文主要从教科书文本内容、探究实验、科学作业三个层面追踪个案教师,分析研究教科书调适的过程和效果,从而发掘影响教科书调适的教师层面因素,并从教师的客观和主观两方面进行归因分析,进一步建议教师可从以始为终,紧扣学生学习过程;扬长避短,给教科书做“调适运算”;新旧组合,呈现方式多样;各个击破,抓关键促调适这四方面进行调适尝试。反思整个研究设计、实施过程和结果,目前本文在参与调查的师生样本量、调适研究的持续时间、涉及主题的研究对象方面存在一定程度的不足。今后教科书调适研究可从影响调适的因素入手,进行实证研究,弥补样本量和研究时间的不足,通过大面积调查,研究各因素间影响因子大小,制定合理的调适办法,在实践中更加凸显调适的“顺性适需”;也可从方法路径着眼,如调适理念、框架、模式等宏观层面入手,或调适作业、文本内容等微观层面的关键点入手,充实研究广度和深度,使教科书调适既有理论支撑,也能落地实施。总之,本研究认为教科书调适无需生搬硬套方法与路径,而是教师依据现有的人、事、物等资源,选择适合本班本学科本身实际的方式进行“百变教学”,以达到“顺性适需”,师生共同成长的良性发展过程。
[Abstract]:As an irreplaceable element in the field of curriculum and teaching, textbooks are the bridge between theory and practice, the embodiment of national will, the inheritance of national culture, the basis of teachers' teaching and the medium of students' learning. The diverse roles of textbooks themselves are bound to lead to more or less "discomfort" in teaching. In addition, our country has a vast territory, the textbook system of "one outline and one book" is no longer applicable. With the deepening of the national basic curriculum reform and the further decentralization of curriculum teaching rights, people are more aware of the important role of textbooks. As the direct text of teacher and student teaching, the reform of textbooks in the practical teaching level is becoming more and more urgent. Moreover, primary school science undertakes the mission of cultivating students' scientific literacy and laying the foundation for the quality of national citizens. The study found that there are many "discomfort" problems in textbooks. How to improve the teaching quality and make the textbooks "suitable for the needs" has become the requirement of the teaching task of the front-line teachers and the inevitable trend of deepening the curriculum reform. On the basis of summarizing the research of textbooks at home and abroad and drawing lessons from the existing achievements, the author selects teachers W and J in N district of S city as case samples, through questionnaire survey, in-depth interview, unstructured interview, classroom observation and so on. Walking into the real primary school science classroom, carefully observing and carefully recording, collecting data from various angles, it is found that the primary school science textbooks do not adapt to the teaching practice, and the outstanding problems have the choice of teaching content and the number of teaching hours. The arrangement order is not in line with the teaching reality and the needs of students; The number of experimental designs is large, and there are many defects in the experimental types, experimental tables, experimental operations, experimental materials and other links, such as textbook structure, graphic and text matching, column design and so on. In textbooks, the quality of homework is difficult to guarantee; auxiliary teaching materials often fail to play a real role, and so on. Facing these textbook problems which are not suitable for the actual teaching. This paper mainly tracks the case teachers from three aspects: textbook text content, inquiry experiment and scientific homework, and analyzes the process and effect of textbook adjustment, so as to explore the teacher-level factors that affect the textbook adjustment. From the objective and subjective aspects of teachers' attributive analysis, it is further suggested that teachers can follow the students' learning process from the beginning to the end. Make full use of strengths and avoid weaknesses, do "adjustment operation" for textbooks; new and old combinations, various ways of presentation; each break, grasp the key to promote the adjustment of these four aspects of adjustment attempts. Reflecting on the whole research design, implementation process and results, at present, there are some shortcomings in the sample size of teachers and students participating in the survey, adjusting the duration of the research, and involving the subject of the research object to a certain extent. In the future, the study of textbook adjustment can start with the factors that affect the adjustment, carry out empirical research, make up for the shortage of sample size and research time, study the size of influencing factors among various factors through a large area investigation, and formulate reasonable adjustment methods. In practice, the "adaptability" of adjustment is more prominent. We can also focus on the method and path, such as adjusting the concept, framework, mode and other macro levels, or adjust the operation, text content and other micro-level key points, enrich the breadth and depth of the study, so that the textbook adjustment has theoretical support. It can also be implemented on the ground. In a word, this study holds that the adjustment of textbooks does not need to be carried out by means of rigid methods and paths, but that teachers choose the "hundred changes teaching" according to the existing resources such as people, things, things and other resources, which are suitable for the actual way of the subject itself. In order to achieve "compliance with the needs", teachers and students grow together in a healthy process of development.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

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