高中生物《细胞的结构》迷思概念探查及概念转变研究

发布时间：2018-05-01 04:48

本文选题：高中生物 + 细胞的结构　；参考：《华中师范大学》2017年硕士论文

【摘要】：新一轮基础教育课程改革提出,教学过程中要加强对学生科学素养的培养,落实到中学生物课程当中,指导教师要注重培养学生的生物科学素养。教学实践表明,生物学概念的掌握是形成生物科学素养的基础。因此,中学生物教学必须重视概念教学。科学研究表明,学生在接受科学的教育之前,对于一些科学知识和现象已经有了一定的认识和思考。这些观念部分具有科学性,而部分则是不科学的或者是不完全科学的,称为迷思概念。迷思概念的存在在一定程度上会干扰学生的学习,阻碍学生掌握新概念。因此,探查学生头脑中的迷思概念,帮助学生掌握科学概念,成为生物概念教学的一项重要内容。本研究在前人研究理论的基础上,围绕高中生物《细胞的结构》开展迷思概念调查和概念转变研究。首先,在阅读、整理大量相关文献的基础上,分析国内外研究现状,阐述研究方法和思路;其次,通过教师访谈,并结合教材内容和课标要求,编制“细胞的结构”二阶式诊断问卷,通过预测修改后,开展问卷调查;再次,对调查结果进行统计分析,汇总出学生具有的迷思概念,并通过学生个别访谈了解迷思概念的来源;然后,提出适合《细胞的结构》教学的概念转变教学策略,并在教学实践中加以应用;最后,采用5E学习环策略对《细胞质》一节学生容易出现的迷思概念进行概念转变教学的实证研究,在教学前、后分别对实验班和对照班进行前测和后测,以检验概念转变的效果。研究结果显示,学生在《细胞的结构》这一部分存在大量的迷思概念;研究者针对学生存在的迷思概念提出了相应的概念转变教学策略,主要有概念图策略、合作学习策略、类比和比较教学策略、实验教学策略以及5E学习环模式等;教学实证研究表明,概念转变教学策略能够有效的提高教学效率,帮助学生建构科学概念。
[Abstract]:In the new round of basic education curriculum reform, we should strengthen the cultivation of students' scientific literacy in the process of teaching, put it into practice in the biology curriculum of middle schools, and guide teachers to pay attention to the cultivation of students' biological scientific literacy. Teaching practice shows that the mastery of biological concepts is the basis of biological scientific literacy. Therefore, the middle school biology teaching must attach importance to the concept teaching. Scientific research shows that students have a certain understanding and thinking about some scientific knowledge and phenomena before receiving scientific education. These concepts are partly scientific and partly unscientific or incomplete. To a certain extent, the existence of myth will interfere with students' learning and hinder students from mastering new concepts. Therefore, it is an important content of biology concept teaching to probe into the misconceptions in students' minds and help them master scientific concepts. On the basis of previous theories, this study focuses on the conceptual investigation and conceptual transformation of high school biology. First of all, on the basis of reading, sorting out a large number of relevant literature, analysis of domestic and foreign research status, research methods and ideas; secondly, through teacher interviews, and combined with the content of teaching materials and curriculum requirements, The second order diagnostic questionnaire of cell structure was compiled, and the questionnaire was carried out after the prediction was revised. Thirdly, the results of the survey were statistically analyzed, and the misconceptions of students were summed up. And through individual interviews with students to understand the source of the concept of myth; then, put forward the concept suitable for "cell structure" teaching of teaching strategies, and in teaching practice to apply; finally, Using the 5e learning loop strategy, this paper makes an empirical study on the conceptual transformation of the misconceptions that students are apt to appear in the section of "Cytoplasm". Before and after the teaching, the experimental class and the control class are tested by pre-test and post-test, respectively, in order to test the effect of the conceptual transformation. The results show that students have a large number of misconceptions in the part of "Cell structure", and the researchers put forward the corresponding conceptual transformation teaching strategies, mainly concept map strategy and cooperative learning strategy. Analogy and comparison of teaching strategies, experimental teaching strategies and 5e learning patterns, etc. The teaching empirical research shows that conceptual transformation teaching strategies can effectively improve teaching efficiency and help students to construct scientific concepts.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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