运用生物科学史教学建构学生科学本质观的实践研究

发布时间：2018-03-19 04:37

本文选题：科学本质观　切入点：生物科学史　出处：《江西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新课程改革逐渐地深入,生物科学史为开展科学本质教学提供了重要素材,为提高学生科学本质观也具有十分重要的意义。纵观国内学生科学本质观研究,运用科学史是有效提高学生科学本质观的主要方法。本文从师生的角度,以江西省部分地区(南昌、赣州和宜春)的部分生物教师和丰城市三所高中(丰城中学、丰城二中和拖船中学)的部分学生为研究对象,调查了运用生物科学史的教学现状,在分析问卷后发现其存在的问题。在此基础上,探寻运用生物科学史提高学生科学本质观的教学策略并将其融入教学设计,将此教学设计运用于丰城二中高二生物课堂。此外,运用前后测量表测量对照班和实验班学生科学本质观水平在教学实验前后发生的变化,从而评估运用生物科学史教学策略的有效性。研究结果如下:通过分析教师调查问卷发现,教师运用科学史教学的现状不够乐观,主要表现在大多数教师不熟悉生物科学史内容,教师使用的科学史内容比较简单(主要是直接陈述课本上的内容)。虽然大多数生物教师承认科学史蕴含着丰富的价值,但是对具体价值认识不清晰。实际教学中教师引入科学史的教学方法以讲解为主,教学组织形式单一,教师处于主体地位,虽然学生对科学史有浓厚的兴趣但总是处于被动学习的状态。另外,教师获取科学史资料的途径单一且很少深入的挖掘科学史中蕴含的一些科学本质,运用生物科学史进行教学只是为了提高学生的学习兴趣。学生调查问卷结果显示,虽然学生对科学史很感兴趣,但是他们获取生物科学史内容主要是通过教师在课堂上介绍的科学史内容以及课本上现有的科学史料,对科学史内容的学习不够理想。通过对高中生物必修模块科学史内容进行分析,确定了《孟德尔的碗豆杂交实验(一)》、《DNA是主要的遗传物质的发现》、《DNA双螺旋结构的发现》三个教学主题,尝试探索与之相对应的教学设计并将其运用到真实的生物课堂教学中。通过分析对照班和实验班科学本质观前后测量结果发现,在进行科学史教学策略教学后,实验班学生的科学本质观总得分有所提高,科学事业本质和科学探究本质得分也稍有提高,尽管都未出现显著性差异。可能的原因是科学本质观教学是个循序渐进的过程,而本次课堂实践研究持续时间较短,未能充分发挥生物科学教学策略的作用。可见,运用生物科学史教学策略达到提高学生科学本质观的目的需要进行长期地教学实践。
[Abstract]:With the deepening of the new curriculum reform, the history of biological science provides important materials for the development of science essence teaching, and also has very important significance for improving students' scientific essence view. Applying the history of science is the main method to effectively improve the students' view of the essence of science. From the point of view of teachers and students, this paper focuses on some biology teachers in parts of Jiangxi Province (Nanchang, Ganzhou and Yichun) and three high schools in Fengcheng (Fengcheng Middle School). Part of the students of Fengcheng No. 2 Middle School and tugboat Middle School) investigated the teaching situation of applying the history of biological science, and found the existing problems after analyzing the questionnaire. This paper explores the teaching strategy of applying the history of biological science to improve students' view of nature of science and integrates it into the teaching design, and applies the teaching design to the biology classroom of the second Middle School of Fengcheng Middle School. The changes of the students' scientific essence level before and after the teaching experiment were measured by using the pre-and post-test scale. The results are as follows: through the analysis of teachers' questionnaire, we find that the current situation of teachers' teaching of history of science is not optimistic enough. This is mainly reflected in the fact that most teachers are not familiar with the contents of the history of biological science, and the contents of the history of science used by teachers are relatively simple (mainly to state the contents of the textbooks directly.) although most biology teachers admit that the history of science contains rich value, However, there is no clear understanding of the specific value. In the actual teaching, the teaching method of introducing the history of science is mainly explained, the form of teaching organization is single, and the teacher is in the main position. Although students have a strong interest in the history of science, they are always in a state of passive learning. In addition, teachers have a single way of obtaining information on the history of science and rarely dig deeply into some of the scientific nature contained in the history of science. The use of the history of biological science in teaching is only intended to increase the students' interest in learning. The results of the student questionnaire show that although students are very interested in the history of science, But they get the content of the history of biological science mainly through the history of science introduced by the teacher in the classroom and the existing scientific historical data from the textbook. The study of the history of science is not ideal. Through the analysis of the content of the history of science in the required module of biology in senior high school, "Mendel's bowl bean cross experiment (I)", "DNA is the main genetic material discovery", "DNA double helix structure discovery", "three teaching topics", This paper attempts to explore the corresponding teaching design and apply it to the real biology classroom teaching. By analyzing the results of the measurement before and after analyzing the scientific essence view of the control class and the experimental class, it is found that after the teaching strategy of the history of science is taught, The total scores of the students of the experimental class have been improved, and the scores of the essence of scientific undertaking and the essence of scientific inquiry have also been slightly improved, although there is no significant difference between them, the possible reason is that the teaching of the concept of scientific essence is a gradual and progressive process. However, the duration of this classroom practice study is relatively short and the role of biological science teaching strategy has not been fully brought into play. Therefore, it is necessary to carry out long-term teaching practice to achieve the purpose of improving students' view of nature of science by using the teaching strategy of history of biological science.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

【参考文献】