初中生物核心素养理论构建
发布时间：2019-04-26 20:20
【摘要】：学科核心素养作为核心素养在学校教育情境中的具体落实标准,具有指导课标研制、教学与评价革新的作用,也是达成学生核心素养培养目标的主要实施途径。其讨论范畴主要聚焦于确立特定学科的本质内容及其育人价值,即寻找个体所形成的利于自我发展并利于社会发展的学科能力与必备品质。本研究由以下两条主线展开研究:第一条主线以理论思辨为基础,通过文献研究与分析,研讨了学生核心素养的内涵本质与功能特性,同时梳理了学生核心素养研究的历史发展轨迹,为本文有关学科核心素养的研究奠定了理论基础。在此基础上,分析学生核心素养与学科核心素养的关系,确定了本文特定的学科核心素养的定义及其现实意义,并以此为参照,从方法上以及内容上探讨了构建初中生物核心素养的基本原则。从而进一步围绕我国学生核心素养的核心思想、初中生的基本学情以及生物学科的本质特点三个方面,通过理论思辨与专家研讨,提出了构建初中生物核心素养框架的整体构想,初步拟定框架的基本结构与核心成分;第二条主线从实证研究的角度,针对一线初中生物教师展开对本研究初拟框架认同度的实地调研,对调研结果运用基本统计学加以数据分析,并通过模糊综合评价法对本框架的整体结构与各类成分加以评价,由评价得出的反馈结果再对框架进行调整与完善,结果发现被调查者对本框架的内容呈现较高的认同度,最终形成了以“生命性的认知”、“自然性的探索”、“科学性的实践”、“社会性的参与”为主的初中生物核心素养框架。
[Abstract]:As the concrete implementation standard of core accomplishment in school education, discipline core accomplishment has the function of guiding curriculum standard development, teaching and evaluation innovation, and is also the main implementation way to achieve the goal of students' core literacy training. Its discussion mainly focuses on the establishment of the essential content of a particular discipline and its educational value, that is to say, to find out the disciplinary abilities and essential qualities formed by individuals that are conducive to self-development and social development. This research is carried out from the following two main lines: the first is based on theoretical thinking, through literature research and analysis, the connotation essence and functional characteristics of students' core accomplishment are discussed. At the same time, it combs the historical development track of the research on students' core accomplishment, which lays a theoretical foundation for the research on the core accomplishment of the subject in this paper. On this basis, this paper analyzes the relationship between students' core accomplishment and discipline core accomplishment, and determines the definition and practical significance of the specific discipline core accomplishment in this paper, and takes this as a reference. This paper probes into the basic principles of building the core quality of biology in junior high school from the aspects of methods and contents. In order to further revolve around our country student core accomplishment core thought, the junior high school student basic study condition and the biology discipline essential characteristic three aspects, through the theory thought and the expert discussion, Put forward the overall idea of building the core literacy framework of junior high school biology, and preliminarily draw up the basic structure and core components of the framework; The second main line from the perspective of empirical research, aiming at the first-line junior high school biology teachers to carry out a field survey of the initial framework of the study, using basic statistics to analyze the results of data analysis. The whole structure and various components of the framework are evaluated by the fuzzy comprehensive evaluation method, and the feedback results obtained from the evaluation are adjusted and perfected. The results show that the respondents have a high degree of identity to the content of the framework. Finally, the core quality framework of junior high school biology is formed, which is based on "life cognition", "natural exploration", "scientific practice" and "social participation".
【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：2466355
[Abstract]:As the concrete implementation standard of core accomplishment in school education, discipline core accomplishment has the function of guiding curriculum standard development, teaching and evaluation innovation, and is also the main implementation way to achieve the goal of students' core literacy training. Its discussion mainly focuses on the establishment of the essential content of a particular discipline and its educational value, that is to say, to find out the disciplinary abilities and essential qualities formed by individuals that are conducive to self-development and social development. This research is carried out from the following two main lines: the first is based on theoretical thinking, through literature research and analysis, the connotation essence and functional characteristics of students' core accomplishment are discussed. At the same time, it combs the historical development track of the research on students' core accomplishment, which lays a theoretical foundation for the research on the core accomplishment of the subject in this paper. On this basis, this paper analyzes the relationship between students' core accomplishment and discipline core accomplishment, and determines the definition and practical significance of the specific discipline core accomplishment in this paper, and takes this as a reference. This paper probes into the basic principles of building the core quality of biology in junior high school from the aspects of methods and contents. In order to further revolve around our country student core accomplishment core thought, the junior high school student basic study condition and the biology discipline essential characteristic three aspects, through the theory thought and the expert discussion, Put forward the overall idea of building the core literacy framework of junior high school biology, and preliminarily draw up the basic structure and core components of the framework; The second main line from the perspective of empirical research, aiming at the first-line junior high school biology teachers to carry out a field survey of the initial framework of the study, using basic statistics to analyze the results of data analysis. The whole structure and various components of the framework are evaluated by the fuzzy comprehensive evaluation method, and the feedback results obtained from the evaluation are adjusted and perfected. The results show that the respondents have a high degree of identity to the content of the framework. Finally, the core quality framework of junior high school biology is formed, which is based on "life cognition", "natural exploration", "scientific practice" and "social participation".
【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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