基于培养初中生生命科学素养的活动园地校本课程开发的实践研究

发布时间：2018-05-11 17:27

本文选题：生命科学 + 科学素养　；参考：《上海师范大学》2017年硕士论文

【摘要】：中学生命科学课程是一门基于生命科学学科特征,使学生获得科学素养提升的基础课程,是自然科学学习领域的重要组成部分。实践活动结合了实验与实践的特殊功能,符合生命科学的学科特点,对于提高学生生命科学素养具有独特的优势。《生命科学》教材中“活动园地”栏目正是一个很好的平台,能让学生通过亲身体验,利于知识的形成,并从中学会科学的方法,养成科学的学习习惯。但现有教材中的“活动园地”栏目内容多数为选学内容,在教材中的分布很不均衡,有些内容与课程知识点联系不密切,有的内容涉及的知识跨度较大,有的栏目内容实为理论习题。这些都影响了“活动园地”栏目在生命科学教学中的应有的作用。因此,笔者通过调查问卷,研究初中学生对生命科学教材中活动园地栏目内容调查的反馈。调查发现学生对现有活动园地栏目内容喜欢率和完成率普遍不高,但对活动园地设置的有效性均持肯定态度。对学生喜爱的几个活动项目进行深入分析,发现学生对制作食品、探索自我、观察自然方面的活动内容感兴趣。研究还发现:知识水平层次和实践技能水平层次越低的活动内容,学生的完成率较高。在此基础上,笔者对初中《生命科学》教材中“活动园地”栏目内容进行系统的框架梳理。立足学生,对现有教材活动园地栏目内容进行完善和补充,使活动园地内容理论联系实践、贴合学生生活实际,并注重评价,最终编制出利于培养初中学生科学素养的《生命科学活动探秘》的校本教材。以学校开设的拓展课为载体,开设《生命科学活动探秘》校本课程,尝试我与健康、我与自然、我与社会3个板块的活动园地校本教材内容的教学实践,经过后续学生的反馈,研究发现:1.贴近学生生活的活动园地内容易受到学生喜欢。2.能力要求层次较低的活动园地内容易被完成。3.分组合作利于活动园地的教学。4.多维度展示和评价学生利于提高学生生命科学素养。从而进一步改进和调整《生命科学活动探秘》校本教材,真正能让学生在活动中学习生命科学知识,提高解决问题能力,形成生命科学意识,切实提高生命科学素养。
[Abstract]:The life science course of middle school is a basic course based on the characteristics of life science and makes students acquire scientific literacy. It is an important part of the field of natural science study. Practical activities combine the special functions of experiment and practice, accord with the characteristics of life science, and have a unique advantage in improving the students' life science literacy. The "activity Garden" column in the "Life Science" textbook is a very good platform. It can help students form knowledge, learn scientific methods and form scientific study habits through personal experience. However, most of the contents of the "activity Garden" column in the existing textbooks are selected, and the distribution in the textbooks is very uneven. Some of the contents are not closely related to the knowledge points of the curriculum, and some of the contents involve a long span of knowledge. Some columns are theoretical exercises. All these have affected the function of "activity Garden" column in life science teaching. Therefore, through the questionnaire, the author studies the junior middle school students' feedback on the contents of the activity garden column in the life science teaching materials. The investigation shows that the students generally do not like the content of the existing activity garden column content and the completion rate is not high, but they have a positive attitude to the effectiveness of the activity garden setting. Through the deep analysis of several favorite activities of students, it is found that students are interested in making food, exploring themselves and observing the contents of activities in nature. The study also found that the lower the level of knowledge and practical skills, the higher the completion rate of students. On this basis, the author systematically combs the contents of "activity Garden" in the junior middle school "Life Science" textbook. Based on the students, we should perfect and supplement the contents of the existing teaching materials, make the content of the activity garden connect with the practice, fit in with the reality of the students' life, and pay attention to the evaluation. Finally, a school-based textbook for cultivating junior high school students' scientific literacy is compiled. Taking the extended course offered by the school as the carrier, offering the School-based course of "exploring the Secrets of Life Science activities", trying to teach the contents of school-based textbooks in my and health, me and nature, me and society, and feedback from the follow-up students. The study found that 1: 1. Close to the activities of students living in the garden is easy to be liked by students. 2. The ability requirement level is lower activity garden is easy to be completed. 3. Group cooperation is beneficial to the teaching of the activity garden. 4. Multi-dimensional display and evaluation of students is conducive to improving students' life science literacy. Further improvement and adjustment of the School-based textbook of Life Science activities can really enable students to learn life science knowledge, improve their ability to solve problems, form life science consciousness and improve their life science literacy.
【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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