科学教育中的科学写作策略研究

发布时间：2018-04-10 16:37

本文选题：科学写作 + 科学教学　；参考：《西南大学》2016年硕士论文

【摘要】：科学素养与语言息息相关。语言既是科学素养的内涵要求又是具有科学素养的外在表现。这种语言在科学中就表现为科学阅读和科学写作。正如威灵顿(Wellington,J)和奥斯波尔(Osborne,J)指出,如果科学教育中不重视阅读、写作与讨论等活动,就犹如无帆之船,难以达成既定的目标。1在国外和台湾地区经过长期教学实践与研究,已发展出多种科学写作策略与写作模式。而在大陆地区,相关研究还处于对科学写作的定义和对在教学中运用科学写作的必要性进行阐述的阶段,教学实践也还停留在偏向于抄写以及重复已知知识这种低层次的写作活动。科学写作为学生学习和科学素养的培养提供了新的视角,无论从教学实际还是理论研究的角度,在倡导课程教学改革的今天,有关科学写作的研究大有可为。介于以上研究背景,搜集整理有关科学写作研究的文献资料,认识到科学写作活动中突破传统写作中只重拼字、文法以及修辞的现象,更强调鼓励学生表达科学心得与想法,科学写作的内涵是学生学习科学过程中认知的发展与思维的外在表征,将科学写作有效运用于教学,能通过增进学生认知策略的使用,增强学生的科学推理能力,创造以学习者为中心的学习环境,并能作为师生间双向沟通的媒介,从而对学生学习科学产生帮助,促进学生科学素养的培养。搜集并整理相关文献资料发现,国外及台湾地区经过长期教学实践,发展出的科学写作策略大致可分为创作类型的写作策略和引导类型的写作策略两大类。KWL(What I Know-Want to learn-Learned)表格,网络图(Context map)搭建写作脚手架策略等策略在教学中运用比较广泛。同时,问题引导式科学写作模式、启发式科学写作模式(the Science Writing Heuristic,SWH)、锚定式科学写作模式等写作模式发展较为成熟。问题引导式写作模式的特点主要是在进行写作前,学生与学生、教师间以提问的方式,作简短的讨论。启发式科学写作模式以知识转换模式(Knowledge-transforming model)为理论基础,主要引导学生从启动先备知识与经验、观察与收集资料、讨论、假设、验证、参考比照其他资料、反思学习经验、进行小组讨论与写作,通过这样的过程逐步建构出自己对科学概念的理解。模式中强调学生为主体,教师为学生学习搭建脚手架,模式强调可在实际教学中灵活运用,并非一套固定或线性的科学写作模式。锚定式科学写作模式在综合Bell的锚定教学、KWL表格、网络图(Context map)等相关科学写作教学经验的基础上形成,基本操作流程为教师设计一个动手操作或是实验观察的互动式学习环境,让学生在此学习活动中,运用已经学习过的概念当作锚,引导学生利用这些概念去整合观察到的现象,进而利用概念间的关系,形成自己的科学想法。模式强调教学中创设互动环境连结学生先存知识,强调将教学历程切割成具有逻辑连贯的教学活动与写作任务。这些成熟的科学写作模式,为后来的科学写作研究与教学提供了很好的研究和实践经验。以重庆市九龙坡区X小学三年级97名学生为对象,进行锚定式科学写作之的空气的秘密教学实验研究,收集学生《“空气的秘密”学习检测题》前后测,以检核锚定式科学写作对学生学习的成效,并建立写作文本评分标准评价检核教学后学生写作品质的提升。实验结果显示,两个班在学习检测题成绩对方差距明显。此结果证明锚定式科学写作教学能促进学生的学习成就。而从实验班和对照班写作文本评分对照表的数据可知,在所有写作中,实验班学生达到能整合原理、说明的比例(写作得分3)比对照班高,支持锚定写作能提升学生写作品质的论点。实验结果证明了锚定式科学写作教学能促进学生经由科学写作进行学习。但教学实施过程中发现了一些需要注意的问题,比如教学时间的掌控与教学活动数量的设定等问题。由此,在今后的教学实践中,应更加注意教学活动量的设定以及各个教学活动与时间的安排,促进教学实施。
[Abstract]:Scientific literacy and language are closely related. The connotation of scientific literacy and language is the external manifestations of a scientific literacy. This language in science on the performance of science reading and science writing. As Wellington (Wellington, J) and Oswald Pohl (Osborne, J) pointed out that if the science education of the importance of reading and writing activities. The discussion, like a ship with no sails, it is difficult to reach the established goals of.1 in abroad and Taiwan through long-term teaching practice and research, has developed a variety of scientific writing strategies and writing mode. In mainland China, the related research is still in the stage of the definition and use of science writing in science writing the necessity of teaching, teaching practice also remains on the bias in the copy and duplicate the known knowledge to this low level of writing activities. Scientific writing as the cultivation of students' learning and scientific literacy. For a new perspective, whether from the perspective of theoretical research and teaching practice, in promoting the teaching reform of the course of science writing today. Have a brilliant future between the above research background, collecting relevant scientific research literature writing, realize scientific writing activities in traditional writing only spelling, grammar and rhetoric the phenomenon, more emphasis on encouraging students to express scientific experience and ideas, the connotation of scientific writing is the external representation of the development of student learning and thinking in the process of cognitive science, the science of writing effectively applied to teaching, can enhance the use of cognitive strategies, enhance the scientific reasoning ability of students, create a learner centered learning environment, and can be used as a two-way communication between teachers and students of the media, so as to help the students to learn science, and promote the cultivation of students' scientific literacy to collect and collate relevant. The literature found in Taiwan and abroad through long-term teaching practice, scientific writing strategy development can be roughly divided into the creation of types of writing strategies and writing strategies to guide type of two kinds of.KWL (What I Know-Want to learn-Learned) form (Context map) to build a network of writing strategies more scaffolding is widely used in teaching at the same time, the problem of guided science writing mode, science writing heuristic model (the Science Writing Heuristic, SWH), the development of anchored science writing mode of writing mode is mature. Characteristics of guided writing mode is mainly in writing, students and students, teachers in the form of a question, a brief discussion. The science writing heuristic model to knowledge conversion model (Knowledge-transforming model) as the theoretical basis, mainly to guide students from the start of prior knowledge and experience, the concept of Observe and collect information, discussion, hypothesis verification, contrasting with other reference data, reflect the learning experience, group discussion and writing, through this process gradually constructs his own understanding of scientific concepts. Mode emphasizes students as the main body, teachers' scaffolding for students to learn, can be in the actual teaching mode emphasizes flexible use is not a fixed or linear science writing mode. Anchored science writing mode in comprehensive Bell anchoring teaching, form KWL network (Context map) and other related science based on the experience of writing teaching form, the basic operation process for teachers to design a hands-on experiment or observation of the interactive learning environment then, let the students learning activities, the concept has been studied as an anchor, guide the students to use these concepts to integrate the observed phenomena, and then use the relationship between the concepts, form their own The model emphasizes the teaching of scientific ideas. Create interactive environment links students prior knowledge, emphasize the teaching process has cut into coherent teaching activities and writing tasks. These mature science writing mode, provides a good research and practical experience for the scientific research and teaching writing. Later, Jiulongpo District in Chongqing city X the third grade primary school 97 students as the object of anchored science writing air secret teaching experimental research, collect students "< the secret of air" learning examination > before and after the tests, writing on students' learning effectiveness to check the anchor and the establishment of the science of writing teaching evaluation standard for evaluation of students after the check the improvement of the quality of writing. The experimental results show that the two classes of learning problems in detection of other gap significantly. This result proves the anchored science writing teaching can enhance students' learning achievement from. The experimental class and the control class to write the score table of the data shows that in all writing, students in the experimental class can achieve the integration principle, the proportion (writing score of 3) higher than the control classes, support anchor writing to improve the students' writing quality points. Experimental results show that the anchored science writing teaching can promote students through scientific writing learning. Found some problems that need attention but the process of teaching, such as teaching time control and the number of teaching setting. Thus, teaching practice in the future, more attention should be set to the amount of teaching activities and various teaching activities and time arrangement, promote the implementation of teaching.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.98

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