高中生物模型建构教学现状和实施策略研究
发布时间：2018-10-13 19:44
【摘要】：生物学在发展过程中,科学家为了方便理解一些生物事实建构出来很多生物模型,广为人知的主要有DNA的双螺旋结构模型等。模型作为人们认识事实规律的一种工具,具有简明、直观、形象等特点,给人以很深的印象。然而在实际生物教学中,由于种种原因,模型建构并没有表现出其优越性。为此,本文通过调查研究得出相关数据,总结人教版高中生物课本上涉及到的各类模型,并提出具体生物模型应用于课堂的实施策略,意在为把模型建构更好地应用于高中生物教学中提出一些针对性的建议。本论文采用的研究方法有文献法、调查法、教材分析法和案例分析法,主要包括以下六个部分:第一部分是问题的提出。在此部分主要论述课题的研究背景以及国内外的研究现状。第二部分是概述。通过查阅相关文献对模型、生物模型以及模型建构的概念进行界定,明确生物模型的分类,提出模型建构的原则,并进行相关理论基础的研究。第三部分是教材分析。对人教版生物必修模块涉及到的生物模型和模型建构活动进行了分析总结。发现依据模型特点,生物模型的分布有所变化:必修一中主要涉及物理模型和概念模型,必修二中主要涉及物理模型和数学模型,必修三中主要涉及概念模型,但都在教材中占有较大的分量。第四部分是高中生物模型建构教学现状调查及分析。采用问卷调查法和访谈法,得出模型建构在高中生物教学中的应用现状,发现其存在的问题主要有:学生对生物模型的认识不足,但其中的大部分希望在课堂中参与模型建构活动;教师缺乏对教材中涉及到生物模型的系统认识,并应在模型建构活动中协调好教学进度和时间之间的关系。第五部分是高中生物模型建构教学的实施策略。主要从三个方面展开,并辅以案例进行分析。首先从学校、教师和学生角度要提高对模型建构的重视程度。教师直接给出生物模型的策略,主要包括认识生物模型,渗透模型意识;分析生物模型,培养模型方法;评价生物模型,反思建模过程。学生自主建构生物模型的策略,主要包括:创设情境,分析原型;做好准备,建构模型;检验模型,进行修正;运用模型,反思评价。第六部分是结论与反思。笔者对以上研究进行整理、总结,得出本论文的结论。同时,对研究中发现的问题进行了相关反思:在进行模型建构教学时,要精心设计和安排模型建构活动,应注意把模型和原型区别开来,教给学生模型建构的方法并要关注到模型建构教学的局限性。
[Abstract]:In the process of biology development, many biological models have been constructed by scientists in order to understand some biological facts. The most popular models are DNA's double helix structure model and so on. As a tool for people to understand the law of facts, the model has the characteristics of conciseness, intuition, image and so on. However, in the actual biology teaching, the model construction does not show its superiority for various reasons. Therefore, this paper obtains the relevant data through the investigation and research, summarizes the various models involved in the senior high school biology textbook, and puts forward the implementation strategies of the specific biological model applied to the classroom. The purpose of this paper is to put forward some specific suggestions for the application of model construction in biology teaching in senior high school. The research methods used in this paper are literature method, investigation method, textbook analysis method and case analysis method, which mainly include the following six parts: the first part is the raising of the problem. In this part, the research background and domestic and foreign research status are mainly discussed. The second part is an overview. The concepts of model, biological model and model construction are defined, the classification of biological model is clarified, the principle of model construction is put forward, and the relevant theoretical basis is studied. The third part is the analysis of teaching materials. This paper analyzes and summarizes the biological model and model building activity involved in the required module of human education. It is found that the distribution of biological models varies according to the characteristics of the models: the first compulsory course mainly involves physical models and conceptual models, the second compulsory two involves physical models and mathematical models, the third compulsory three involves conceptual models. However, they all occupy a large part in the teaching materials. The fourth part is the high school biology model construction teaching present situation investigation and analysis. By means of questionnaire survey and interview, this paper draws a conclusion that the application of model-building in senior high school biology teaching, and finds that the main problems are: the students' understanding of biological model is insufficient. However, most of them want to participate in the model building activities in the classroom; teachers lack systematic understanding of the biological model involved in the teaching materials, and should coordinate the relationship between teaching progress and time in the model building activities. The fifth part is the implementation strategy of high school biological model construction teaching. Mainly from three aspects, and assisted by case analysis. First of all, we should pay more attention to model construction from the perspective of school, teachers and students. Teachers directly give the strategies of biological model, including understanding biological model, osmosis model consciousness, analyzing biological model, cultivating model method, evaluating biological model and reflecting modeling process. The strategies of students' self-constructing biological model include: creating situation, analyzing archetype, preparing for it, constructing model, checking model, modifying it, using model, reflecting and evaluating. The sixth part is the conclusion and reflection. The author collates and summarizes the above research and draws the conclusion of this paper. At the same time, the problems found in the study are reviewed: in the teaching of model building, we should carefully design and arrange the model building activities, and pay attention to distinguishing the model from the prototype. Teach students the method of model building and pay attention to the limitation of model building teaching.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2269702
[Abstract]:In the process of biology development, many biological models have been constructed by scientists in order to understand some biological facts. The most popular models are DNA's double helix structure model and so on. As a tool for people to understand the law of facts, the model has the characteristics of conciseness, intuition, image and so on. However, in the actual biology teaching, the model construction does not show its superiority for various reasons. Therefore, this paper obtains the relevant data through the investigation and research, summarizes the various models involved in the senior high school biology textbook, and puts forward the implementation strategies of the specific biological model applied to the classroom. The purpose of this paper is to put forward some specific suggestions for the application of model construction in biology teaching in senior high school. The research methods used in this paper are literature method, investigation method, textbook analysis method and case analysis method, which mainly include the following six parts: the first part is the raising of the problem. In this part, the research background and domestic and foreign research status are mainly discussed. The second part is an overview. The concepts of model, biological model and model construction are defined, the classification of biological model is clarified, the principle of model construction is put forward, and the relevant theoretical basis is studied. The third part is the analysis of teaching materials. This paper analyzes and summarizes the biological model and model building activity involved in the required module of human education. It is found that the distribution of biological models varies according to the characteristics of the models: the first compulsory course mainly involves physical models and conceptual models, the second compulsory two involves physical models and mathematical models, the third compulsory three involves conceptual models. However, they all occupy a large part in the teaching materials. The fourth part is the high school biology model construction teaching present situation investigation and analysis. By means of questionnaire survey and interview, this paper draws a conclusion that the application of model-building in senior high school biology teaching, and finds that the main problems are: the students' understanding of biological model is insufficient. However, most of them want to participate in the model building activities in the classroom; teachers lack systematic understanding of the biological model involved in the teaching materials, and should coordinate the relationship between teaching progress and time in the model building activities. The fifth part is the implementation strategy of high school biological model construction teaching. Mainly from three aspects, and assisted by case analysis. First of all, we should pay more attention to model construction from the perspective of school, teachers and students. Teachers directly give the strategies of biological model, including understanding biological model, osmosis model consciousness, analyzing biological model, cultivating model method, evaluating biological model and reflecting modeling process. The strategies of students' self-constructing biological model include: creating situation, analyzing archetype, preparing for it, constructing model, checking model, modifying it, using model, reflecting and evaluating. The sixth part is the conclusion and reflection. The author collates and summarizes the above research and draws the conclusion of this paper. At the same time, the problems found in the study are reviewed: in the teaching of model building, we should carefully design and arrange the model building activities, and pay attention to distinguishing the model from the prototype. Teach students the method of model building and pay attention to the limitation of model building teaching.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
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