中国人教版与美国Bob Jones版高中生物教材生命科学史的比较研究
发布时间：2019-04-19 20:31
【摘要】：生命科学史展现了科学结论、方法和技术不断发展的历程,也展现了自古以来各国科学家的智慧、科学精神、科学态度和生平经历。有培养学生科学素养、人文精神、创新精神、民族精神和国际视野等多种功能。以中国人民教育出版社于2007年1月出版的高中生物必修三册教材,与美国Bob Jones大学出版社出版的高中《Biology》教材为研究对象,采用比较研究法从科学史的完整性、信息量、连续性、客观性和民族性5个方面进行细致比较,采用问卷调查法对贵州省使用人教版高中生物教材的高中生物教师和学生,就中国人教版教材中生命科学史的看法以及对生命科学史的教学或学习价值进行问卷调查。生命科学史比较研究发现中国人教版教材的生命科学史注重呈现的生物学学科较少;注重科学结论的阐述;呈现的科学探索过程时间较短;缺少科学发展史上的错误观点;呈现的中国科学家成就较少。美国Bob Jones版教材生命科学史注重呈现生物学学科较完整;注重呈现科学结论;呈现的科学探索时间较长;不回避科学发展中错误的观点;呈现的美国科学家的科学成就较少。对贵州省高中生物教师和学生的问卷调查,发现普遍教师认为中国人教版的生命科学史没有涵盖生命科学分支学科,且呈现的信息量不全面,生命科学史对课堂教学有帮助,且学生对学习生命科学史感兴趣;学生关于生命科学史的完整性和信息量的意见各为一半,且认为愿意教师在课堂中听教师讲解生命科学史。根据教材比较和问卷调查结果,建议编写适合高中生阅读的生命科学史读物、补充中国传统文化对生物学发展的贡献,教师在教学中指导学生拓展课外阅读。
[Abstract]:The history of life science shows the course of the continuous development of scientific conclusions, methods and technologies, as well as the wisdom, scientific spirit, scientific attitude and life experience of scientists from all over the world since ancient times. It has many functions such as cultivating students' scientific accomplishment, humanistic spirit, creative spirit, national spirit and international vision. Taking the three high school biology compulsory textbooks published by the people's Education Press of China in January 2007 as the research object, and taking the high school < Biology > textbooks published by the Bob Jones University Press in the United States as the research object, this paper adopts the comparative research method from the integrity, information content and continuity of the history of science. This paper makes a detailed comparison between objectivity and nationality, and makes a questionnaire survey on senior high school biology teachers and students who use high school biology textbooks published by people's Education in Guizhou Province. A questionnaire survey was conducted on the history of life science and the teaching or learning value of the history of life science in the teaching materials published by Chinese people. A comparative study of the history of life science found that the history of life science in Chinese teaching materials focused on fewer biological disciplines; emphasized on the elaboration of scientific conclusions; presented a shorter process of scientific exploration; lack of erroneous views in the history of scientific development; Chinese scientists show less success. The history of life science in the Bob Jones edition of the United States focuses on showing the integrity of the biology discipline; paying attention to presenting the scientific conclusions; presenting the scientific exploration for a long time; not avoiding the wrong view in the development of science; showing less scientific achievements of American scientists. Through a questionnaire survey of biology teachers and students in senior high schools in Guizhou province, it is found that teachers generally believe that the history of life science in the Chinese version does not cover the sub-disciplines of life science, and the information presented is incomplete, and the history of life science is helpful to classroom teaching. Students are interested in learning the history of life science; Students have half their opinions on the integrity and information content of the history of life science, and think that teachers are willing to listen to the teacher explain the history of life science in class. According to the comparison of teaching materials and the results of questionnaire investigation, it is suggested to compile a history of life science reading material suitable for senior high school students, to supplement the contribution of Chinese traditional culture to the development of biology, and to instruct the students to expand their extracurricular reading in the course of teaching.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2461258
[Abstract]:The history of life science shows the course of the continuous development of scientific conclusions, methods and technologies, as well as the wisdom, scientific spirit, scientific attitude and life experience of scientists from all over the world since ancient times. It has many functions such as cultivating students' scientific accomplishment, humanistic spirit, creative spirit, national spirit and international vision. Taking the three high school biology compulsory textbooks published by the people's Education Press of China in January 2007 as the research object, and taking the high school < Biology > textbooks published by the Bob Jones University Press in the United States as the research object, this paper adopts the comparative research method from the integrity, information content and continuity of the history of science. This paper makes a detailed comparison between objectivity and nationality, and makes a questionnaire survey on senior high school biology teachers and students who use high school biology textbooks published by people's Education in Guizhou Province. A questionnaire survey was conducted on the history of life science and the teaching or learning value of the history of life science in the teaching materials published by Chinese people. A comparative study of the history of life science found that the history of life science in Chinese teaching materials focused on fewer biological disciplines; emphasized on the elaboration of scientific conclusions; presented a shorter process of scientific exploration; lack of erroneous views in the history of scientific development; Chinese scientists show less success. The history of life science in the Bob Jones edition of the United States focuses on showing the integrity of the biology discipline; paying attention to presenting the scientific conclusions; presenting the scientific exploration for a long time; not avoiding the wrong view in the development of science; showing less scientific achievements of American scientists. Through a questionnaire survey of biology teachers and students in senior high schools in Guizhou province, it is found that teachers generally believe that the history of life science in the Chinese version does not cover the sub-disciplines of life science, and the information presented is incomplete, and the history of life science is helpful to classroom teaching. Students are interested in learning the history of life science; Students have half their opinions on the integrity and information content of the history of life science, and think that teachers are willing to listen to the teacher explain the history of life science in class. According to the comparison of teaching materials and the results of questionnaire investigation, it is suggested to compile a history of life science reading material suitable for senior high school students, to supplement the contribution of Chinese traditional culture to the development of biology, and to instruct the students to expand their extracurricular reading in the course of teaching.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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