中美高中生物教材核心概念表征的比较研究

发布时间：2018-04-18 14:33

本文选题：中美教材 + 核心概念　；参考：《上海师范大学》2017年硕士论文

【摘要】：生物核心概念是生物学科的主干知识,是生物知识体系中最核心的部分。教材核心概念的科学编排,是教师落实核心概念教学的基础;学生也只有在掌握核心概念的基础之上,才能很好地构建生命科学知识体系。本研究以沪科版高中生物教材《生命科学》和美国主流高中生物教材《生物生命的动力》作为研究对象,主要运用文献法、比较研究法、数理统计法、归纳法等研究方法,在涵盖知识点、定义、引入方式、呈现方式、巩固方式等方面将核心概念进行比较研究。对两国教材进行比较研究证明:虽然两国教材核心概念涵盖的知识点有所差异,但都是围绕“生命的物质”、“遗传与变异”、“进化”、“生物多样性”等核心概念来编排的;两国教材核心概念定义相似度达到90%,可以认为对于核心概念的定义两国教材在很大程度上是一致的;在核心概念习得过程中,都设置了一系列探究实验辅助核心概念教学,注重培养学生的思维和动手能力;核心概念的巩固都强调能力与生活化。但同时两国教材对核心概念的表征又各具特点。中国教材对概念定义的表述相对更完整,更具专业性,力求给学生一个相对完善的知识体系;在概念呈现过程中,我国教材遵循学生的认知规律,注重基础知识的呈现,并且多用演绎法呈现概念,利于知识目标的达成。美国教材核心概念呈现层次清晰、结构模式固定;虽然教材对概念的阐述更具难度、深度,但教材利用丰富的图表和形式多样的实验辅助概念教学;同时美国教材更具开放性,安排了“网络链接”、“生物在线”等栏目,利用现代网络技术辅助学生对核心概念的自主学习。综合比较结果,研究者认为,我国教材核心概念的编排还有待进一步优化。借鉴美国教材的优点,可对教材核心概念的编排顺序进行适当调整;适当增加围绕核心概念的图表、模型、实例等感性材料,全方位呈现概念,让学生在获得感性认识的基础上,进行思维活动和逻辑推理;同时丰富概念相关的实验内容形式,将难、繁的实验进行适当简化,并设置一些贴近学生生活的、学生可在家自主完成的小实验,提高实验的实际可操作性;关注核心概念学习的可持续性发展,充分利用网络资源,通过网络搜索概念相关资料或实验相关数据,让学生能课后延续概念学习,多视角、多方位地了解概念的外延。在教材核心概念编排合理的基础之上,高质量的概念教学还需要教师根据核心概念的特点和学生的学情,对教材概念进行适当梳理和重组,灵活选择合适的教学方法进行概念教学,并且利用复习课引导学生分阶段、从不同角度进行核心概念的构建,才能取得良好的教学效果。如何提供多样的生物核心概念教学方式是需要广大生物教师长期为之共同努力的目标。
[Abstract]:The core concept of biology is the backbone of biology and the core part of biological knowledge system.The scientific arrangement of the core concepts of textbooks is the basis for teachers to carry out the teaching of core concepts, and students can construct the knowledge system of life science well only on the basis of mastering the core concepts.This study takes Huke version of senior high school biology textbook "Life Science" and mainstream American Senior High School Biology textbook "the motive Force of Biological Life" as the research object. It mainly uses literature method, comparative research method, mathematical statistics method, induction method and other research methods.The core concepts are compared in the aspects of knowledge, definition, introduction, presentation and consolidation.A comparative study of the teaching materials of the two countries shows that although the core concepts of the two textbooks cover different knowledge points, they all revolve around "matter of life", "heredity and variation", "evolution","Biodiversity" and other core concepts are organized; the similarity of core concepts between the two countries reaches 900.It can be considered that the definitions of core concepts in the two countries are to a large extent the same; in the process of core concept acquisition,Both have set up a series of inquiry experiments to assist the teaching of core concepts, pay attention to the cultivation of students' thinking and practical ability, and the consolidation of core concepts all emphasize the ability and life.But at the same time, the textbooks of the two countries represent the core concepts with their own characteristics.Chinese textbooks are relatively more complete and professional in the definition of concepts, and strive to give students a relatively perfect knowledge system. In the process of concept presentation, Chinese textbooks follow the students' cognitive laws and pay attention to the presentation of basic knowledge.Moreover, the concept is presented by deductive method, which is beneficial to the achievement of knowledge goal.The core concepts of American textbooks present clear levels and fixed structural patterns. Although the elaboration of the concepts is more difficult and profound in the textbooks, the textbooks use rich charts and various forms of experiments to assist in the teaching of concepts. At the same time, the American textbooks are more open.This paper arranges "network link", "biology online" and so on, and makes use of modern network technology to assist students to learn the core concept independently.Synthetically, the researcher thinks that the arrangement of the core concepts of textbooks in China needs to be further optimized.Using the advantages of American textbooks for reference, we can adjust the arrangement order of the core concepts of the textbooks appropriately, and appropriately increase the perceptual materials around the core concepts, such as charts, models, examples, and so on, so as to present the concepts in all directions.Let students, on the basis of obtaining perceptual knowledge, carry out thinking activities and logical reasoning; at the same time, enrich the forms of experimental contents related to concepts, appropriately simplify the difficult and complicated experiments, and set up something close to the student's life.Students can independently complete small experiments at home to improve the practical maneuverability of the experiment, pay attention to the sustainable development of core concept learning, make full use of network resources, search for related information or experimental data through the network.To enable students to continue after class concept learning, multi-perspective, multi-directional understanding of the concept extension.On the basis of reasonable arrangement of textbook core concepts, high quality concept teaching also needs teachers to sort out and reorganize the teaching material concepts according to the characteristics of the core concepts and the students' learning conditions.Only by choosing the appropriate teaching method flexibly and using the review class to guide the students to construct the core concept from different angles can good teaching effect be achieved.How to provide a variety of teaching methods of biological core concept is a long-term goal for biology teachers.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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