广东省中学生生物综合实践能力的现状研究
发布时间：2019-01-29 19:59
【摘要】：实施素质教育的重点是培养学生的创新精神和实践能力,当前的教育已不再是简单的对学生知识和技能培养的层面,而是比以往更加重视学生从学校走向社会所需的综合实践能力的培养。生物综合实践能力是个体在参加生物实践活动中,自觉地运用生物学知识解决各种生物实际问题时各种能力的综合。本研究依据初、高中生物课程标准中对于能力目标的规定,通过综合深入分析众多关于生物能力的文献资料,再结合义务教育课程标准实验教科书、普通高中课程标准实验教科书,将生物实践能力进行了分类。根据能力的对象与专业领域的不同,将生物综合实践能力分为六种:生物实验能力、生物信息处理能力、生物科学探究能力、生物分类与防御能力、种植与养殖能力、生物技艺及其他利用能力。新时代背景下,很有必要了解中学培养学生生物综合实践能力的成效及存在的问题,从而提出具有针对性的策略,以便于教师有效的指导学生的各类生物综合实践活动,并为相关部门的综合实践教学活动决策提供参考。本论文以自行编制的《广东省中学生生物综合实践能力调查问卷》作为主要研究工具。高中毕业生可以较为全面地反映其在中学阶段生物综合实践能力的培养情况,本研究对高中毕业刚进入高校的新生发放1000份问卷,收回有效问卷970份。结合问卷和对高中毕业生、中学教师、家长的访谈结果,对中学生生物综合实践能力的认识态度、培养基本情况、具体能力等三个方面进行详细分析,结果表明,广东省中学生生物综合实践能力的积极成果主要表现在:中学生对生物综合实践能力培养的兴趣较强,中学生对培养生物综合实践能力持积极态度,中学生在培养生物综合实践能力中进步明显,中学生在生活方面的生物综合实践能力较强;同时,广东省中学生生物综合实践能力培养也存在着问题:中学生生物综合实践能力培养渠道单一,生物实验能力、生物科学探究能力、生物信息处理能力较为欠缺,对生物知识的实践运用能力不强,综合实践活动课程实施不到位,学校、社会提供的资源缺乏。基于上述呈现的问题,笔者提出了建设性的对策:有机结合中学生生物综合实践能力各种培养渠道,真正落实生物课程的“能力目标”,注重生物知识与生物综合实践能力的转换,改善学校培养中学生生物综合实践能力的环境,充分利用和融合社会资源条件。
[Abstract]:The emphasis of quality education is to cultivate students' innovative spirit and practical ability. The current education is no longer a simple aspect of students' knowledge and skills. More than ever before, we pay more attention to the cultivation of students' comprehensive practical ability from school to society. Biological comprehensive practical ability is the synthesis of individual's ability to use biological knowledge to solve various biological practical problems consciously in participating in biological practice activities. This study is based on the primary, senior high school biology curriculum standards for the ability of the objectives of the provisions, through a comprehensive in-depth analysis of a large number of biological capabilities of the literature, and then combined with compulsory education curriculum standards experimental textbooks, General high school curriculum standard experiment textbook, the biological practice ability has carried on the classification. According to the object of ability and the difference of specialized field, the comprehensive practical ability of biology is divided into six kinds: ability of biological experiment, ability of biological information processing, ability of biological science inquiry, ability of biological classification and defense, ability of planting and breeding. Biological skills and other utilization capabilities. Under the background of the new era, it is necessary to understand the effectiveness and existing problems of cultivating students' comprehensive practical ability of biology in middle schools, so as to put forward targeted strategies, so as to facilitate teachers to guide students' comprehensive biological practice activities effectively. And provides the reference for the relevant department comprehensive practice teaching activity decision-making. In this paper, the questionnaire of Guangdong Middle School students' Biological Comprehensive practice ability was compiled by ourselves as the main research tool. High school graduates can fully reflect the cultivation of their biological comprehensive practical ability in the middle school stage. In this study, 1000 questionnaires were issued to the freshmen who had just graduated from high school, and 970 valid questionnaires were collected. Based on the questionnaire and interviews with high school graduates, middle school teachers and parents, this paper makes a detailed analysis of the understanding and attitude of the students' biological comprehensive practical ability, training the basic situation and the specific ability. The results show that, The positive results of the biological comprehensive practical ability of the middle school students in Guangdong Province are as follows: the middle school students have a strong interest in the cultivation of the biological comprehensive practical ability, and the middle school students hold a positive attitude towards the cultivation of the biological comprehensive practical ability. The middle school students have made remarkable progress in cultivating their biological comprehensive practical ability, and the middle school students have strong biological comprehensive practical ability in the aspect of life. At the same time, there are some problems in the cultivation of biological comprehensive practical ability of middle school students in Guangdong province: the channel of cultivating biological comprehensive practical ability of middle school students is single, the ability of biological experiment, the ability of biological science inquiry, and the ability of biological information processing are relatively lacking. The ability of practical application of biological knowledge is not strong, the implementation of comprehensive practical activity curriculum is not in place, and the resources provided by school and society are scarce. Based on the above problems, the author puts forward some constructive countermeasures: organically combining with the various cultivation channels of the students' biological comprehensive practical ability, we can truly implement the "ability goal" of the biology curriculum. We should pay attention to the conversion between biological knowledge and biological comprehensive practical ability, improve the environment of cultivating middle school students' biological comprehensive practical ability, and make full use of and integrate social resources.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2417812
[Abstract]:The emphasis of quality education is to cultivate students' innovative spirit and practical ability. The current education is no longer a simple aspect of students' knowledge and skills. More than ever before, we pay more attention to the cultivation of students' comprehensive practical ability from school to society. Biological comprehensive practical ability is the synthesis of individual's ability to use biological knowledge to solve various biological practical problems consciously in participating in biological practice activities. This study is based on the primary, senior high school biology curriculum standards for the ability of the objectives of the provisions, through a comprehensive in-depth analysis of a large number of biological capabilities of the literature, and then combined with compulsory education curriculum standards experimental textbooks, General high school curriculum standard experiment textbook, the biological practice ability has carried on the classification. According to the object of ability and the difference of specialized field, the comprehensive practical ability of biology is divided into six kinds: ability of biological experiment, ability of biological information processing, ability of biological science inquiry, ability of biological classification and defense, ability of planting and breeding. Biological skills and other utilization capabilities. Under the background of the new era, it is necessary to understand the effectiveness and existing problems of cultivating students' comprehensive practical ability of biology in middle schools, so as to put forward targeted strategies, so as to facilitate teachers to guide students' comprehensive biological practice activities effectively. And provides the reference for the relevant department comprehensive practice teaching activity decision-making. In this paper, the questionnaire of Guangdong Middle School students' Biological Comprehensive practice ability was compiled by ourselves as the main research tool. High school graduates can fully reflect the cultivation of their biological comprehensive practical ability in the middle school stage. In this study, 1000 questionnaires were issued to the freshmen who had just graduated from high school, and 970 valid questionnaires were collected. Based on the questionnaire and interviews with high school graduates, middle school teachers and parents, this paper makes a detailed analysis of the understanding and attitude of the students' biological comprehensive practical ability, training the basic situation and the specific ability. The results show that, The positive results of the biological comprehensive practical ability of the middle school students in Guangdong Province are as follows: the middle school students have a strong interest in the cultivation of the biological comprehensive practical ability, and the middle school students hold a positive attitude towards the cultivation of the biological comprehensive practical ability. The middle school students have made remarkable progress in cultivating their biological comprehensive practical ability, and the middle school students have strong biological comprehensive practical ability in the aspect of life. At the same time, there are some problems in the cultivation of biological comprehensive practical ability of middle school students in Guangdong province: the channel of cultivating biological comprehensive practical ability of middle school students is single, the ability of biological experiment, the ability of biological science inquiry, and the ability of biological information processing are relatively lacking. The ability of practical application of biological knowledge is not strong, the implementation of comprehensive practical activity curriculum is not in place, and the resources provided by school and society are scarce. Based on the above problems, the author puts forward some constructive countermeasures: organically combining with the various cultivation channels of the students' biological comprehensive practical ability, we can truly implement the "ability goal" of the biology curriculum. We should pay attention to the conversion between biological knowledge and biological comprehensive practical ability, improve the environment of cultivating middle school students' biological comprehensive practical ability, and make full use of and integrate social resources.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
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