基于科学本质的“质量守恒定律”教学研究

发布时间：2018-04-29 15:22

本文选题：科学本质 + 质量守恒定律　；参考：《山东师范大学》2017年硕士论文

【摘要】：提高对科学本质的认识能够促进科学素养的提高,是科学教育的重要方面。学生对科学本质的理解会影响他们的对待科学的态度以及学习方式。学生对科学本质的认识可以通过教师有意的科学本质教育而得到改造和完善,因此教师的科学本质教学对学生的科学本质理解、发展具有重要意义。本文首先对科学本质的研究现状进行了梳理,从科学本质的发展过程中梳理其内涵,包括科学知识是暂定的科学知识以经验为基础,科学知识的创造性和想象性,科学知识根植于社会和文化背景之中,观察、推论和理论本质,科学理论和规律的功能作用及其之间的关系,科学知识的负载理论本质7个方面,提出提高科学本质认识的策略,包括创设有效的学习情境、联系应用化学史、组织有效的科学探究活动、提供应用科学知识的机会、引导学生进行充分的反思评价。并且整理了质量守恒定律的发展历史,梳理蕴含的科学本质,进行了基于科学本质的教学设计。实践部分,本文借鉴VNOS及VANSK调查问卷得到调查工具测查学生对科学本质以及对质量守恒定律知识本身的理解,通过前测得出结论:学生对科学本质的不同方面有不同程度的认识,其中对科学知识是暂定的、具有经验性以及科学研究需要想象力与创造性认识较好。学生对于科学本质中科学理论与定律、社会文化性、观察推理与理论的关系以及观察负载理论本质认识程度不高。在此基础上对实验班学生进行了基于科学本质的教学,经过后测数据分析得出结论:学生进行基于科学本质的学习后,对理论与定律、观察负载理论本质以及社会文化性的理解有所提高。最后通过对调查结果的反思得出,教师对科学本质有较好的理解才能进一步提高学生对科学本质的理解,并且要关注科学知识的产生过程,深入挖掘蕴含的科学本质,做到显性讲解,提高学生的科学本质认识水平。
[Abstract]:Improving the understanding of the nature of science can promote the improvement of scientific literacy, which is an important aspect of science education. Students' understanding of the nature of science affects their attitude towards science and the way they learn. The students' understanding of the nature of science can be reformed and perfected through the teachers' intentional education of the nature of science, so the teaching of teachers' essence of science is of great significance to the students' understanding and development of the nature of science. In this paper, the current research situation of the nature of science is firstly reviewed, and its connotation is combed from the process of development of the essence of science, including the fact that scientific knowledge is tentative scientific knowledge is based on experience, the creativity and imagination of scientific knowledge. Scientific knowledge is rooted in social and cultural background, observation, inference and theoretical essence, the function and relationship between scientific theory and law, and the nature of scientific knowledge load theory. The strategies to improve the understanding of the nature of science are put forward, including the creation of effective learning situations, the connection of applied chemistry history, the organization of effective scientific inquiry activities, the provision of opportunities for the application of scientific knowledge, and the guidance of students to make full reflection and evaluation. And the development history of conservation law of quality is sorted out, the nature of science is combed, and the teaching design based on the essence of science is carried out. In the part of practice, this paper draws lessons from VNOS and VANSK questionnaire to find out the students' understanding of the nature of science and the knowledge of the law of conservation of quality. It is concluded by pre-test that students have different degrees of understanding of different aspects of the nature of science, among which scientific knowledge is tentative, empirical and scientific research requires imagination and creative understanding. The students' understanding of the nature of scientific theory and law, social culture, the relationship between observational reasoning and theory, and the essence of observational load theory is not high. On this basis, the students in the experimental class are taught on the basis of the essence of science. After the post-test data analysis, the conclusion is drawn: after the students study based on the nature of science, the theory and law are discussed. The essence of observation load theory and the understanding of social culture have been improved. Finally, through reflection on the results of the investigation, it is concluded that teachers have a better understanding of the nature of science in order to further improve students' understanding of the nature of science, and should pay attention to the process of the generation of scientific knowledge, and deeply explore the nature of science contained therein. The explicit explanation can improve the students' understanding of the nature of science.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

【参考文献】