基于高中生物核心概念的习题选编设计

发布时间：2018-07-11 21:23

本文选题：高中生物 + 核心概念　；参考：《温州大学》2016年硕士论文

【摘要】：在知识信息技术大爆炸的当今时代,教育中不能逃避的问题之一便是在有限的时间内应该如何选择教学内容才能实现教学目标,因此“少而精”(less is more)的教学理念对于科学教育显得尤为重要,“核心概念”的教学日益受到青睐。本研究选择“核心概念”为研究基础,结合高中生物学科的特点从习题选编的角度展开课题研究,探索有效选编少而精的习题的方式,力求为核心概念的教学工作与习题选编提供一些实践上的借鉴。本研究采用了文献研究法、访谈法和教学实验法等教育研究方法。正文分四个章节探讨了基于高中生物核心概念的习题选编的研究工作。第一章节引言部分首先通过阐述本研究的选题由来一定程度上证实了本研究的可行性及必要性;其次从“核心概念”和“习题选编”两个方面分析了选题背景,并对国内相关研究工作进行了简要统计分析;基于选题由来及选题背景分析,引言最后部分论述了本研究的意义并交代了研究内容与方法。第二章节对相关概念进行了分层次界定。从“核心概念”的定义及选择两个方面分析,明确了“核心概念”在本研究中的表述方式;阐明了“习题选编”定义;最后综合给出了“基于高中生物核心概念的习题选编”的定义。第三章是核心部分,论述了整个研究内容的过程。具体分为四个部分,第一部分阐述了本研究的理论基础,包括学习进阶理论、建构主义理论、知识学习三阶段理论。结合三种理论的启发思考,第二部分详细阐述了基于核心概念的习题选编思路流程,基于核心概念习题选编流程分为对核心概念的筛选梳理、细化核心概念的下属概念、习题选编、选编习题的运用、选编习题运用成果评价等五个环节。核心概念的筛选与细化以高中生物遗传学模块内容为基础,采用文献参照法与比较研究法,系统梳理出高中生物教材中所包含的概念体系;根据学习进阶理论,习题选编环节包括学情分析、习题目标确立、习题核心概念内部逻辑进阶关系、巧用选编策略。第三部分是基于核心概念的习题选编案例分析,依据习题选编流程及策略选编习题;第四部分论述的是选编习题的运用及成果检测评价,本研究结合具体实例进行了学生运用选编习题进行自主学习及教师运用选编习题进行新授课教学的实验。运用出声思维法对学生自学效果检测发现,选编习题能够有效引导学生解决认知冲突,逐渐完善核心概念的建构;对选编习题新授课教学效果进行定性定量结合分析发现,选编习题新授课能够激发学生学习积极性、主动性,学生对于核心概念的建构也更加完善。第四章探讨了基于高中生物核心概念的习题选编流程,并在此基础之上提出了相关建议,总结了本研究的研究成果:一、核心概念的学习具有进阶性;二、习题精简具有必要性;三、重视习题评价功能;四、习题具有良好的教学功能;本研究的创新之处有系统梳理了高中生物遗传学模块的核心概念;基于学习进阶理论、建构主义理论及学习三阶段理论架构出基于高中生物核心概念的习题选编流程;发挥习题反馈评价功能、教学功能。
[Abstract]:In the present era of the great explosion of knowledge and information technology, one of the problems that can not be avoided in education is how to choose the teaching content in a limited time to achieve the goal of teaching. Therefore, the teaching idea of "less is more" is particularly important for scientific education, and the teaching of "core concept" is becoming more and more popular. In this study, the core concept is selected as the basis of the study, and the study is carried out from the point of view of the subject of high school biology from the point of view of the selection of exercises. Teaching experiment method and other educational research methods. The text is divided into four chapters to discuss the research work of exercise selection based on the core concept of high school biology. The first part of the introduction first illustrates the feasibility and necessity of this study by explaining the origin of this study to a certain extent; secondly, from "core concept" and "exercise selection and compilation". The two aspects analyzed the background of the topic, and made a brief statistical analysis of the relevant domestic research work. Based on the origin and background of the selected topic, the last part of the introduction discussed the significance of the study and explained the contents and methods of the research. The second chapter defines the related concepts in different levels. The definition and the definition of the "core concept" and the definition of the "core concept" are made in the last part of the introduction. In this study, we choose two aspects to clarify the expression of "core concept" in this study, clarify the definition of "selection of exercises", and finally give a comprehensive definition of "the selection of exercises based on the core concept of high school biology". The third chapter is the core part, and discusses the process of the whole research content. It is divided into four parts, the first part is the first part. This paper expounds the theoretical basis of this study, including learning advanced theory, constructivism theory, three stage theory of knowledge learning. Combined with three theories, the second part expounds the thinking process of exercise selection based on the core concept, based on the core concept selection process, the core concept is divided into the core concept, and the core is refined. The concept of the concept of subordinates, the selection and compilation of exercises, the application of the selection exercises, the selection of exercises to use the results evaluation of the five links. The selection and refinement of the core concepts based on the content of the high school biological genetics module, using the reference method and comparative study method, systematically combed the concept system contained in the high school students' materials, and according to the learning advance. The third part is the case analysis based on the core concept, and the selection of exercises based on the process and strategy of the exercises. The fourth part discusses the application of the selection exercises and the evaluation of results. This study combined with concrete examples to carry out the experiment of students' independent learning by selecting and editing exercises by students and the teaching of teaching by the selection of exercises by the teachers. Using the sound thinking method to detect the students' self-study effect, the selection of the exercises can effectively guide the students to solve the cognitive conflict and gradually improve the construction of the core concepts; The qualitative and quantitative analysis of the teaching effect has been carried out. It is found that the new course of selection and compilation can stimulate the students' enthusiasm, initiative, and the students' construction of the core concepts more perfect. The fourth chapter discusses the process of selection and compilation based on the core concept of high school biology, and puts forward some relevant suggestions on this basis, and summarizes the research. The research results are as follows: first, the learning of the core concepts is advanced; two, the simplification of the exercises is necessary; three, pay attention to the function of exercise evaluation; four, the exercises have good teaching function; the innovation of this study has systematically combed the core concept of the high school biological genetics module; based on the learning advance theory, constructivism theory and learning three The stage theory constructs the process of selecting exercises based on the core concepts of high school biology, giving full play to the function of feedback and evaluation of exercises and teaching functions.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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