高中生物学习中的自主学习行为表现及评价研究

发布时间：2018-03-19 12:24

本文选题：高中生物学习　切入点：自主学习　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：知识的飞速增长,第八次课程改革的大力倡导,使自主学习成为研究热点。然而,笔者在中学教育实习中却发现高中生物学习中的自主学习并非顺风顺水,课堂上自主学习问题颇多,如不理解何时何内容应该自主学习、不知道如何判断自主学习情况等；相关理论研究也发现以往研究大多从心理学、教育学角度对自主学习概念界定、过程等内在机制进行深入研究,实践研究主要结合某科目或某类学生的特点进行分析自主学习的现状并提出一些可行的改进措施,缺乏高中生物学习中的自主学习行为及其专门评价指标的研究。这些问题导致高中生物学习者及教师不知道如何判断自主学习情况,从而减少自主学习方式的运用。通过文献研究分析发现自主学习的评价可从行为表现上进行指标设定。因此本研究对高中生物学习中的自主学习行为表现做以系统研究,并构建相关评价量表以力图促进上述问题的解决。研究采用文献分析法、课堂观察法、访谈法、问卷调查法及统计分析法,对所涉及的概念、理论进行深入研究,并对高中生物学习的自主学习行为表现形式、分类、特点及影响因素进行了归纳和总结,用所编制的评价量表进行了自主学习检测。研究结果显示：(1)高中生物学习中的自主学习行为表现相当复杂,可分为外显和内隐两类,内隐的自主行为可以通过外显的进行表现,具有主体性、主动性、相对独立性、有效性四个特点,受环境、学生、教师、课程四方面因素影响；(2)研制形成的八个一级指标,二十个二级指标的《高中生物学习的自主学习行为表现评价量表》,正式测量后用SPSS17.0分析,具有较好的信度和较高的效度；(3)利用该量表对西安铁一中滨河学校高一年级七个班级学生进行评价应用,用SPSS17.0统计得出高中生物学自主学习行为整体表现平均得分为62.75分(总分100分),各维度上都有同学得分低于理论中值,分析原因是准备阶段的行为缺失、重结果轻过程、评价体系不健全三方面所造成的；把高中生物学习的自主学习行为表现的性别进行差异性分析,在分析学习任务、完成学习任务两个维度上siq.值大于0.05,其余六个维度及总量表的siq.值小于0.05,说明在性别上这两个维度不存在显著性差异,其余各维度及总量表上都存在显著性差异,女生的表现优于男生,另外在不同成绩等级上也进行了差异性分析,得出各维度及总量表的siq.值都小于0.01,说明存在极显著性差异,成绩越优秀的学生自主学习行为表现越符合要求；(4)根据评价结果发现高中生物学习中的自主学习行为表现中存在很多问题,针对这些问题依据前面自主学习行为表现的研究提出实现高中生物自主学习观念的转变等三方面建议。以上结果分析得出如下结论：对高中生物学习中的自主学习研究可以从其行为表现上进行,利用评价量表进行评价分析得出目前高中生物学习中的自主学习行为表现接近中值,在性别、成绩上存在差异。
[Abstract]:The rapid growth of knowledge, the eighth curriculum reform advocates, the autonomous learning has become a research hotspot. However, the author in the middle school biology learning in high school but found that autonomous learning is not so smooth, the classroom learning problems, what if you do not understand what should be independent learning, do not know how to judge independently learning; theory research also found that most previous studies from the psychology, autonomous learning concept of the educational point of view, in-depth study of internal mechanism of the process of practice, combined with the characteristics of a study or a class of students' autonomous learning situation analysis and put forward some feasible improvement measures on the lack of independent learning behavior biology learning in high school and its specialized evaluation index. These problems lead to high school biology learners and teachers do not know how to judge from the main school Learning situation, so as to reduce the use of autonomous learning mode. Through literature analysis found that the evaluation of autonomous learning can be set from the index behavior. Therefore the research on learning behavior in biology learning in senior high school performance with system research, and constructs the relevant evaluation scale to solve the above problems. The research tries to promote the literature the analysis method, observation method, interview method, questionnaire survey method and statistical analysis method, the concepts involved, in-depth research on the theory, and the high school biology learning behavior manifestation, classification, characteristics and influence factors were summarized, with the evaluation of the scale of autonomous learning detection. Research results show that: (1) the autonomous learning behavior of biology learning in senior high school is very complex, can be divided into explicit and implicit class two, implicit autonomous behavior by explicit For the performance, with subjectivity, initiative, independence, effectiveness of the four characteristics, environment, students, teachers, curriculum four aspects influencing factors; (2) developed eight level indicators, autonomous learning behaviors of high school biology learning performance evaluation of twenty level two indexes scale > > SPSS17.0 analysis, formal measurement, has good reliability and validity; (3) using the scale to evaluate the application of Xi'an iron riverside high school the first grade students in seven classes, with SPSS17.0 statistics of autonomous learning for senior high school biology overall average score of 62.75 points (out of 100). Each dimension has students score lower than the theoretical value, analysis of the reasons is the preparation stage of the behavior of missing, heavy result light process, evaluation system is not perfect from three aspects; the high school biology learning, autonomous learning behavior of sex The difference analysis, learning task analysis in two dimensions, complete the task of learning on the siq. value is greater than 0.05, the other six dimensions and the total scale of the siq. value is less than 0.05, indicating gender in these two dimensions do not exist significant differences, there are significant differences in all dimensions and total scale, the performance of girls better than boys, in different grades also were analyzed, the dimensions and total scale siq. value is less than 0.01, indicating the existence of significant differences, the more outstanding achievements of students' autonomous learning behavior is consistent with the requirements; (4) according to the evaluation results that there are many problems in autonomous learning of biological behavior learning in senior high school, aiming at these problems on the basis of the previous research of autonomous learning behavior is proposed to realize the transformation of high school biology learning concepts of the three aspects of the proposal. The results are as follows Conclusion: the study of autonomous learning in high school biology learning can be carried out from its behavioral performance. By using the evaluation scale, we can conclude that the current self-learning behaviors in high school biology are near the median, and there are differences in gender and performance.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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