高中生物教材“问题”栏目中情感态度价值观目标体现的比较研究

发布时间：2018-04-07 00:13

本文选题：“问题”栏目　切入点：高中生物教材　出处：《南京师范大学》2017年硕士论文

【摘要】：从新课程改革启动至今,能更好更全面地实现生物新课程标准中要求的三维目标已成为共识,其中“情感态度与价值观”目标与“知识”目标、“能力”目标是同等重要。在现行的高中生物教材中,教材编者精心设置了不少与“问题”相关的栏目,这些“问题”所包含的情感态度价值观资源无论是从内容上还是从形式、可挖掘的意义上来说都是相当丰富的。通过文献资料分析法,参考教育学及心理学等相关理论对“情感态度与价值观”这一目标进行解析、内涵的界定,研究普通高中生物课程标准中提出的要求,以便于将教材中设置的“问题”栏目的内容进行分类统计,得出结论:在“问题”的类型方面,人教版划分的更为细致极富层次性,采用丰富多样的形式,充分实现了问题的功能,两本教材“问题”栏目的共同特点是,尽量避免学生对知识的机械记忆,强调对知识的灵活运用。在数量方面,人教版教材上设置的问题(总计425)远远多于苏教版教材(总计165),但是其中体现情感态度价值观目标的比例上,二者相差不大,两种版本的教材都在“问题”栏目中充分地展现了不同层次的素材,虽然形式、设置位置以及数目都不相同,但是都能为教师做情感态度价值观教育提供丰富多样的参考。通过调查问卷和访谈法,对教材使用现状做调查统计,得到的结论如下:学生问卷情况,作为一名合格的高中学生,他们对情感态度价值观教育有强烈的需求,对教材中设置的“问题”栏目有很大的兴趣,但是在对这些“问题”的解决上,存在困难;教师问卷和个人访谈情况,调查教师们的素养参差不齐,不同教师对情感态度价值观这一目标的认识和解读不够,对教材中设置的“问题”栏目不能有效地挖掘和利用,导致在教材“问题”栏目的教学过程中情感态度价值观目标难以达成,除了教师个人的学历限制和教学年限有限之外,学校采用的传统评价方式和高中生物课时不充足也有很大程度的影响。
[Abstract]:From the beginning of the new curriculum reform to now, it has become a consensus that we can better and more comprehensively realize the three dimensional goal required in the new biology new curriculum standard. Among them, the goal of "emotion, attitude and values" and "knowledge" and "ability" are equally important.In the current senior high school biology textbook, the textbook editor has carefully set up many columns related to the "problem". These "questions" contain the emotional attitude value resources, whether in content or form.It is very rich in the sense of digging.Through the literature analysis method, referring to the related theories such as pedagogy and psychology, this paper analyzes the goal of "emotional attitude and values", defines the connotation, studies the requirements in the biology curriculum standard of ordinary senior high school.In order to classify and statistics the contents of the "question" column in the textbook, it is concluded that in terms of the type of the "problem", the classification of the edition is more detailed and rich in levels, and it adopts rich and varied forms.The common feature of the two textbooks is to avoid students' mechanical memory of knowledge and to emphasize the flexible application of knowledge.In terms of quantity, the number of problems in teaching textbooks (total 425) is much higher than that in Soviet edition (165%), but there is no significant difference between them in terms of the proportion of the goals of emotional attitude and values.Both versions of the textbooks fully show different levels of material in the "problem" column. Although the form, location and number are different, they can provide a rich and varied reference for teachers to do emotional attitude and values education.Through questionnaires and interviews, the author makes a survey and statistics on the current situation of the use of textbooks. The conclusions are as follows: as a qualified senior high school student, they have a strong demand for emotional attitude and values education.There is a lot of interest in the "questions" column in the textbook, but there are difficulties in solving these "problems".Different teachers do not have enough understanding and interpretation of the goal of emotional attitude and values, and can not effectively excavate and utilize the "problem" column set up in the textbook.As a result, it is difficult to achieve the goal of emotional attitude and values in the teaching process of "problem" column of teaching materials, except for the limitation of teachers' academic qualifications and teaching years.The traditional evaluation method and insufficient high school biology class time also have a great influence.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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