依托校本课程提升初中生生物科学素养的案例研究

发布时间：2018-06-03 18:29

本文选题：初中 + 校本课程　；参考：《上海师范大学》2017年硕士论文

【摘要】：20世纪末,《基础教育课程改革指导纲要》规定实行国家、地方、学校三级课程管理体制。学校课程权力的赋予为学校发展提供了新的契机,也为《生物学课程标准》中提到的“提高学生的生物科学素养”的实施提供了良好的途径。校本课程的开设能在丰富学生科学知识的同时,让学生体会到科学就在身边,感受科学的趣味和价值,有利于学生认识、发现、探索和应用科学。研究初期,查阅相关文献,通过问卷调查对我校实际情况进行深入调查,并制定出我校的校本课程“本草园”实施计划和评价方式;在研究过程中,分别从知识与技能、探究性学习能力、实践能力、STS(科学、技术与社会)四个维度11个方面,对实验组和对照组学生的生物科学素养进行检测;此外,本次研究也对提高学生探究性学习能力、思维能力和创新能力提供了一些典型案例。本研究试图在国家课程和校本课程之间寻求一个平衡点,在学校已有办学条件、师资力量以及有限时间的情况下,为学生搭建一个学习生物的平台,从而指导学生掌握科学方法,培养科学精神,引导学生积累经验,培养运用经验解决问题的能力。通过校本课程《本草园》的实施,并对典型案例进行分析后得出如下结论:(1)“本草园”校本课程的学习涉及了大量实验探究和研究性学习,这样学习方式的转变有利于提升学生的探究观念,学生会主动利用探究的方法研究未知的问题,也能够运用例如“以证据支持假设”等探究思想分析问题;(2)在“本草园”校本课程中设计关注身边的、热点的问题,并指导学生从辩证唯物的角度分析这些问题,能更好地帮助学生正确定位STS的关系;(3)在“本草园”校本课程学习中,有大量的实验操作和动手制作,这有利于学生熟悉并掌握各项实验操作技能;(4)由于学生间的相互交流和影响,“本草园”校本课程的学习活动不仅提高了实验组同学的生物科学素养,对非实验组的同年龄段学生在生物学习兴趣上也有促进作用,学生更愿意利用课余时间去了解身边的生物学信息和知识。本次研究也存在一些不足,例如选取样本过少,缺乏普遍性;校本课程对学生归纳总结能力、分析实际问题能力的提升有限等问题,这可能涉及校本课程设计和实施过程中的问题,需要进一步加以研究。
[Abstract]:At the end of twentieth Century, the guideline for the reform of basic education curriculum stipulates the implementation of the three level curriculum management system of state, local and school. The empowerment of the school curriculum provides a new opportunity for the development of the school. It also provides a good way for the implementation of "improving students' biological science". At the same time, it can enrich students' scientific knowledge, let students realize that science is around, feel the interest and value of science. It is beneficial to students to know, discover, explore and apply science. In the early stage, we consult relevant literature and investigate the actual situation of our school through questionnaire survey, and make a school-based curriculum of our school. In the course of the study, the biological science literacy of the experimental group and the control group is examined from four dimensions, namely, knowledge and skills, inquiry learning ability, practical ability, STS (Science, technology and Society), and 11 aspects of the students' scientific literacy. This study seeks to find a balance between the national curriculum and the school-based curriculum. In the case of school conditions, teachers and limited time, a platform for learning biology is set up for students to guide students to master scientific methods, cultivate scientific spirit and guide learning. To accumulate experience and cultivate the ability to use experience to solve problems. Through the implementation of the school-based curriculum, the implementation of the native grass garden and the analysis of typical cases, the following conclusions are drawn: (1) the study of the school-based curriculum of "the herb garden" involves a large number of experimental inquiry and research study, thus the transformation of the learning style is beneficial to the promotion of students' concept of inquiry, The student will actively use the method of inquiry to study the unknown problems, and can also use the "evidence support hypothesis" to explore the problem of thought analysis. (2) to design the hot issues around the school-based curriculum of "the herb garden" and to guide the students to analyze these problems from the dialectical materialist angle can better help the students to correctly locate them. The relationship of STS; (3) in the study of the school-based curriculum of "Ben grass garden", there are a lot of experimental operations and hands-on making, which is beneficial to the students to know and master all the experimental operation skills; (4) the learning and living of the school-based curriculum of "Ben grass Garden" has not only improved the biological science literacy of the students in the experimental group, but also the students of the experimental group. The students of the same age in the experimental group also have a promoting role in the interest of biological learning. Students are more willing to use their spare time to understand the biological information and knowledge around them. There are also some shortcomings in this study, such as the selection of too few samples and the lack of universality, the ability to sum up the students in school-based courses and the improvement of the ability to analyze the actual problems. Limited problems, which may involve problems in the design and implementation of school-based curriculum, need further study.
【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

【参考文献】