以探究学习为中心的学生学习方式转变的研究

发布时间：2018-09-10 09:17

【摘要】：2001年,我国启动了新一轮的课程改革,提出了面向全体学生、提高生物科学素养、倡导探究式学习的课程理念。新的理念更加关注于学生的全面发展以及学习方式的养成,尤其是探究学习能力的发展。探究学习是学生亲自参与到实践中,从而获得能力的发展,并且逐步养成积极探索态度的过程。探究式学习方式的运用有利于学生质疑、理解、联系、创新、建构等能力的发展,激发学生学习生物学的积极性,从而促进学生学习方式的转变。教师作为影响学生学习方式的一个主要因素,要致力于学生探究学习能力的发展。本论文通过文献综述法、问卷调查法、实验法、访谈法、量表法等方法进行研究。通过“中学生生物学习方式现状”的调查,初步了解了学生的学习方式现状。调查结果显示,在经历了十多年的不断尝试后,学生的学习方式已经有了一定的转变,能够不再过度重视接受学习、死记硬背、机械训练等方式,但是学生进行自主、合作、探究学习的能力与意识仍十分薄弱,质疑、理解、建构、解决问题等能力仍然非常欠缺,并不符合新课改对学生能力等方面的要求,仍需要不断的发展与改变。与教师的访谈也反映出了目前学生学习方式转变中所存在的问题,教师对于学习方式的认识较少,教学活动以讲解为主,教学评价则依赖于成绩和考试,这在一定程度上阻碍了学生学习方式的转变。针对调查中出现的学生探究学习能力欠缺,教师教学活动固化的问题,以实验法、量表法为辅助,完成教学实践,以期发现有利于学生探究学习能力发展的教学活动形式。教学实践中,根据学生当前的学习现状,整合一线教师的教学经验,结合北京师范大学出版社、七年级上册《生物学》分别在实验班与对照班进行教学。实验班的教学中采用联系生活、探究实验、“做”生物等形成式教学策略,并且在教学过程中不断观察学生的学习方式发展状况。实践结束后,通过“初中生生物探究学习素养量表”,量化评价学生的探究学习能力发展情况。结果显示,在经过了一学期的学习之后,实验班的学生探究学习能力的发展明显高于对照班,质疑、联系、建构、科学探索的能力都有较好的发展,与对照班区别显著。说明教师的教学活动在一定程度上能够用能够影响学生的学习方式,帮助学生探究学习意识的发展。依据教学实践以及对学生、教师的访谈,针对“转变学生学习方式”、“倡导探究式学习”这一问题,初步提出了转变教师教学观念;因地制宜、因材施教;运用现代化教学策略及建构多样化教学评价体系等建议。但由于时间较短,学生探究学习的发展效果不甚明显,结果的代表性也有限。因此本研究还需要不断渗入,逐渐形成更加贴近于一线教学的意见与建议,以真正实现学生学习方式的转变。
[Abstract]:In 2001, China launched a new round of curriculum reform, and put forward the curriculum concept of facing all students, improving biological science literacy and advocating inquiry learning. The new concept pays more attention to the students' all-round development and the development of learning style, especially the development of inquiry learning ability. Inquiry learning is a process in which students take part in practice and acquire the ability to develop their abilities and gradually develop a positive attitude towards exploration. The application of inquiry learning style is conducive to the development of students' ability of questioning, understanding, connecting, innovating and constructing, which can stimulate students' enthusiasm in learning biology and thus promote the transformation of students' learning style. As a main factor affecting students' learning style, teachers should devote themselves to the development of students' inquiry learning ability. This thesis is studied by literature review, questionnaire, experiment, interview, scale and so on. Through the investigation of middle school students' biological learning style, the present situation of students' learning style is preliminarily understood. The results of the survey show that after more than a decade of continuous attempts, the students' learning style has changed to a certain extent, and they can no longer pay too much attention to learning, rote learning, mechanical training, etc., but the students are independent and cooperative. The ability and consciousness of inquiry learning is still very weak, the ability of questioning, understanding, constructing and solving problems is still very short, which does not meet the requirements of the new curriculum reform on the ability of students, and still needs to develop and change. The interview with teachers also reflects the problems existing in the transformation of students' learning style. Teachers have less understanding of learning style, teaching activities are mainly explained, and teaching evaluation depends on results and examinations. To a certain extent, this hinders the transformation of students' learning style. In view of the problem of students' lack of inquiry learning ability and the solidification of teachers' teaching activities in the investigation, the teaching practice is completed with the aid of experimental method and scale method, in order to find out the teaching activity forms which are beneficial to the development of students' inquiry learning ability. In teaching practice, according to the current learning situation of the students, integrating the teaching experience of the first-line teachers, combining with Beijing normal University Press, the first volume of Biology in Grade 7 is taught in the experimental class and the control class respectively. In the teaching of the experimental class, the formative teaching strategies such as connecting life, exploring experiment, "doing" biology and so on are adopted, and the development of students' learning style is observed constantly in the course of teaching. At the end of practice, the development of students' inquiry learning ability is quantitatively evaluated by the "Junior Middle School students' Biological Inquiry Learning Literacy scale". The results show that after a semester of study, the students' ability of inquiry learning in the experimental class is obviously higher than that in the control class, and the ability of questioning, connecting, constructing and scientific exploration has a better development, and the difference between the experimental class and the control class is significant. To a certain extent, teachers' teaching activities can help students to explore the development of learning consciousness by influencing students' learning style. On the basis of teaching practice and interviews with students and teachers, aiming at the problem of "changing students' learning style" and "advocating inquiry learning", this paper puts forward a preliminary proposal to change teachers' teaching concept, to adapt measures to local conditions and to teach according to their aptitude. Using modern teaching strategy and constructing diversified teaching evaluation system and so on. However, because of the short time, the development effect of student inquiry learning is not obvious, and the result is limited. Therefore, this study also needs to continuously infiltrate, gradually form more close to the views and suggestions of front-line teaching, in order to truly realize the transformation of students' learning style.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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