义务教育阶段（7～9年级）生物学关键能力框架初探
发布时间：2018-10-15 08:01
【摘要】：20世纪以来,随着课程体系改革的不断推进,国际社会越来越关注学生的发展,重视学生适应现代社会所需的关键能力的培养,强调学生各学科关键能力的提升。而生物学科作为一门研究生命现象和生物活动规律的科学学科,是学校教育与学生科学素养养成过程中不可或缺的重要内容,其相应的学科关键能力的研究在相关研究中具有不可替代的个性化价值。本文以文献分析法、问卷调查法以及访谈调查法(含集体访谈与个别访谈)等多种方法相结合的研究方式,探索初中生通过生物学科的学习应具备的有益于其终身发展的生物学关键能力。研究从文献出发,通过对关键能力研究历史的分析界定生物学关键能力的内涵。再参考国内外有关课程标准以及关于初中生物学科与科学学科关键能力的研究,选出20项初中生物学关键能力一级指标的备选项,并通过对专家小组的集体访谈提炼指标,结合一线教师对所提炼指标的认同度调查,确定5项初中生物学关键能力一级指标:生物学知识建构,生物学实践,科学思维,数据处理及分析,生物学模型的理解、建立与应用。同时,明确各指标的特征,并梳理其相互间的逻辑关系。在一级指标的基础上,分析文献收集各项一级指标所包含的次位内容,并以生物学科理论和社会发展需求为依据归纳这些次位内容,进而根据对专家小组与一线教师的调查结果修改以上内容,得到13项初中生物学关键能力二级指标。最后,参考SOLO分类理论强调的认知发展规律,将二级指标的内容描述为学生具体行为表现(分“不合格”、“合格”、“良好”、“优秀”四级水平)。以此为内容编制问卷,调查初中生物教师对以上分类的认同程度,并针对有争议的部分对专家进行个别访谈,确定52项初中生物学关键能力三级指标。最终形成一套含三级指标的义务教育阶段(7～9年级)生物学关键能力框架,为初中学段生物学科学业质量监测工具的研发提供理论依据,也为初中学段生物一线教学提供支持。
[Abstract]:Since the 20th century, with the continuous development of curriculum system reform, the international community has paid more and more attention to the development of students, to the cultivation of students' critical ability to adapt to modern society, and to the enhancement of students' key abilities in various disciplines. Biology, as a scientific discipline which studies the phenomena of life and the law of biological activities, is an indispensable and important content in the process of school education and the cultivation of students' scientific literacy. The research on the key ability of its discipline has the irreplaceable individuation value in the related research. In this paper, literature analysis, questionnaire survey and interview survey (including group interviews and individual interviews) are used to combine various research methods. This paper explores the key biological abilities of junior high school students which are beneficial to their lifelong development through the study of biology. Based on the literature, the research defines the connotation of biological critical competence by analyzing the history of key competence research. Referring to the relevant curriculum standards at home and abroad as well as the research on the key abilities of biology and science in junior high school, we select 20 primary indicators of key biological competence in junior high school, and refine the indicators through group interviews with expert groups. Based on the survey of teachers' identification with the extracted indexes, five primary indexes of biological key competence in junior high school were determined: biological knowledge construction, biological practice, scientific thinking, data processing and analysis, understanding of biological models, Establishment and application. At the same time, the characteristics of the indicators are clarified and their logical relationships are sorted out. On the basis of the first-level indicators, this paper analyzes the sub-contents contained in the literature collection of first-level indicators, and sums up these sub-contents based on the theory of biology and the needs of social development. According to the investigation results of the expert group and the first-line teachers, the above contents are revised, and 13 secondary indexes of key biological competence in junior high school are obtained. Finally, referring to the rules of cognitive development emphasized by SOLO's classification theory, the content of the secondary index is described as the students' specific behavior performance ("substandard", "good", "excellent" level 4). Based on the questionnaire, the author investigated the recognition degree of biology teachers in junior high school to the above classification, and conducted individual interviews with experts for the controversial part, and determined 52 key biological competence indicators of junior high school. Finally, a set of framework of biology key competence in compulsory education stage (Grade 7 ~ 9) with three levels of indicators is formed, which provides theoretical basis for the research and development of quality monitoring tools for biology science industry in junior middle school. It also provides support for biology teaching in junior middle school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2271875
[Abstract]:Since the 20th century, with the continuous development of curriculum system reform, the international community has paid more and more attention to the development of students, to the cultivation of students' critical ability to adapt to modern society, and to the enhancement of students' key abilities in various disciplines. Biology, as a scientific discipline which studies the phenomena of life and the law of biological activities, is an indispensable and important content in the process of school education and the cultivation of students' scientific literacy. The research on the key ability of its discipline has the irreplaceable individuation value in the related research. In this paper, literature analysis, questionnaire survey and interview survey (including group interviews and individual interviews) are used to combine various research methods. This paper explores the key biological abilities of junior high school students which are beneficial to their lifelong development through the study of biology. Based on the literature, the research defines the connotation of biological critical competence by analyzing the history of key competence research. Referring to the relevant curriculum standards at home and abroad as well as the research on the key abilities of biology and science in junior high school, we select 20 primary indicators of key biological competence in junior high school, and refine the indicators through group interviews with expert groups. Based on the survey of teachers' identification with the extracted indexes, five primary indexes of biological key competence in junior high school were determined: biological knowledge construction, biological practice, scientific thinking, data processing and analysis, understanding of biological models, Establishment and application. At the same time, the characteristics of the indicators are clarified and their logical relationships are sorted out. On the basis of the first-level indicators, this paper analyzes the sub-contents contained in the literature collection of first-level indicators, and sums up these sub-contents based on the theory of biology and the needs of social development. According to the investigation results of the expert group and the first-line teachers, the above contents are revised, and 13 secondary indexes of key biological competence in junior high school are obtained. Finally, referring to the rules of cognitive development emphasized by SOLO's classification theory, the content of the secondary index is described as the students' specific behavior performance ("substandard", "good", "excellent" level 4). Based on the questionnaire, the author investigated the recognition degree of biology teachers in junior high school to the above classification, and conducted individual interviews with experts for the controversial part, and determined 52 key biological competence indicators of junior high school. Finally, a set of framework of biology key competence in compulsory education stage (Grade 7 ~ 9) with three levels of indicators is formed, which provides theoretical basis for the research and development of quality monitoring tools for biology science industry in junior middle school. It also provides support for biology teaching in junior middle school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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