HPS教学模式在高中生物必修2科学史教育中的应用初探
发布时间：2019-04-30 11:56
【摘要】：英国著名科学教育学家孟克和奥斯本(Monk Osborne,1997)在总结历年来科学教育的实践经验基础上,借鉴最新的建构主义学习理论,提出了将科学史、科学哲学的相关内容融入科学课程的新的教学模式,即HPS教学模式。HPS原先是“科学史和科学哲学”的英文缩写,但近年来有些科学教育专家把科学社会学也纳入其中,于是HPS就变成了“科学史、科学哲学和科学社会学”(History, Philosophy and Sociology of Science)的缩写词。HPS教学与科学教育联盟的关键是对科学本质的追问和探寻,这也是HPS教育的核心所在。目前有关HPS教学模式在生物学科中的应用研究比较散,不够系统,本文选择了HPS教学模式在高中生物必修2科学史教育中的应用这一课题,以期对HPS课程的实施提供实践方面的有力支持。在本论文的具体阐述上,笔者借鉴国内外与HPS模式相关的研究内容,归纳总结出相应的理论基础及理论体系,结合高中生物学科特点及学生的学习特点,较系统的探讨了HPS教学模式在高中生物必修2科学史教育中的应用,提供了4个案例,分别是“孟德尔的一对相对性状杂交的实验”,“基因在染色体上”,“DNA是主要的遗传物质”,“DNA分子的结构”。最后对HPS教学模式是否能有效提高教学和学习效果进行了初步的实验研究,选取两个平行班,采用单因素实验组、对照组前后测试准实验模式进行教学实验,最终分析实验数据得出相应结论：①学校期末生物试卷检测,实验班学生平均分78.59,成绩优秀的所占比例为13.19%,对照班学生平均分77.18、成绩优秀的所占比例仅为5.63%,用SPSS软件分析,虽然两班的平均分没有显著的差别,但实验班的成绩优秀率明显比对照班要高。②自编后测卷实验班学生平均分67.45,对照班平均分为58.86,用SPSS软件分析,两班成绩存在显著差别,具有统计学意义,说明HPS教学模式的教学效果优于常规教学方法。③问卷调查,统计分析数据发现两个班的学生对课本中的科学史相关内容以及生物科学家的故事都很感兴趣,但对照班的学生课外不会再花时间搜集生物科学史方面的相关资料,结果还发现,对照班学生更偏向于记住科学知识而不是理解科学方法,他们更愿意接受知识的学习,至于方法学习及运用,就比较薄弱。最后,本文从HPS教学模式的局限性以及在应用中碰见的问题出发,提出了几点粗浅的建议,同时指明了本实验以后还需要做的一些具体工作。
[Abstract]:On the basis of summarizing the practical experience of science education over the years, Meng Ke and Monk Osborne,1997, famous British science educationists, put forward the history of science, drawing lessons from the latest constructivism learning theory. The relevant contents of philosophy of science are integrated into the new teaching mode of science curriculum, that is, HPS teaching mode. HPS was originally the abbreviation of "History of Science and philosophy of Science", but in recent years some scientific education experts have included sociology of science into it. Thus, HPS became the acronym of "History of Science, philosophy of Science and Sociology of Science" (History, Philosophy and Sociology of Science). The key of the union of teaching and science education is to question and explore the essence of science, which is also the core of HPS education. At present, the research on the application of HPS teaching mode in biology discipline is rather scattered and not systematic enough. This paper chooses the application of HPS teaching mode in the history of science education of biology compulsory 2 in senior high school. In order to provide practical support for the implementation of HPS curriculum. On the concrete elaboration of this paper, the author draws lessons from the research contents related to HPS model at home and abroad, sums up the corresponding theoretical basis and theoretical system, and combines the characteristics of biology in senior high school and the learning characteristics of students. This paper systematically discusses the application of HPS teaching model in high school biology compulsory 2 history of science education, and provides four cases, namely, "Mendel's experiment with a pair of relative traits" and "genes on chromosomes". "DNA is the main genetic material," the structure of DNA molecules. Finally, a preliminary experimental study on whether the HPS teaching mode can effectively improve the teaching and learning effects is carried out. Two parallel classes are selected, and the single factor experimental group and the control group are used to carry out the teaching experiment with pre-and post-test quasi-experimental mode. Finally, the experimental data were analyzed and the corresponding conclusions were drawn: (1) the average score of the students in the experimental class was 78.59, the proportion of outstanding students was 13.19%, and the average score of the students in the control class was 77.18, the average score of the experimental class was 78.59. The percentage of outstanding students was only 5.63%. According to the analysis of SPSS software, although the average scores of the two classes were not significantly different, the excellence rate of the experimental class was obviously higher than that of the control class. 2 the average score of the experimental class of the self-compiled post-test paper was 67.45,67.45. The average score of the control class was 58.86, analyzed by SPSS software, there were significant differences between the two classes, which showed that the teaching effect of the HPS teaching mode was better than that of the conventional teaching methods. 3 the questionnaire survey showed that the results of the two classes were significantly different. Statistical analysis found that the students in both classes were interested in the history of science in the textbooks and the stories of biological scientists, but the students in the control class did not spend any more time collecting relevant information on the history of biological science after class. The results also show that the students in the control class are more inclined to remember scientific knowledge than to understand scientific methods, and they are more willing to accept the learning of knowledge. As for the learning and application of methods, they are relatively weak. Finally, starting from the limitation of HPS teaching mode and the problems encountered in its application, this paper puts forward some superficial suggestions, and points out some concrete work to be done in the future of this experiment.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2468748
[Abstract]:On the basis of summarizing the practical experience of science education over the years, Meng Ke and Monk Osborne,1997, famous British science educationists, put forward the history of science, drawing lessons from the latest constructivism learning theory. The relevant contents of philosophy of science are integrated into the new teaching mode of science curriculum, that is, HPS teaching mode. HPS was originally the abbreviation of "History of Science and philosophy of Science", but in recent years some scientific education experts have included sociology of science into it. Thus, HPS became the acronym of "History of Science, philosophy of Science and Sociology of Science" (History, Philosophy and Sociology of Science). The key of the union of teaching and science education is to question and explore the essence of science, which is also the core of HPS education. At present, the research on the application of HPS teaching mode in biology discipline is rather scattered and not systematic enough. This paper chooses the application of HPS teaching mode in the history of science education of biology compulsory 2 in senior high school. In order to provide practical support for the implementation of HPS curriculum. On the concrete elaboration of this paper, the author draws lessons from the research contents related to HPS model at home and abroad, sums up the corresponding theoretical basis and theoretical system, and combines the characteristics of biology in senior high school and the learning characteristics of students. This paper systematically discusses the application of HPS teaching model in high school biology compulsory 2 history of science education, and provides four cases, namely, "Mendel's experiment with a pair of relative traits" and "genes on chromosomes". "DNA is the main genetic material," the structure of DNA molecules. Finally, a preliminary experimental study on whether the HPS teaching mode can effectively improve the teaching and learning effects is carried out. Two parallel classes are selected, and the single factor experimental group and the control group are used to carry out the teaching experiment with pre-and post-test quasi-experimental mode. Finally, the experimental data were analyzed and the corresponding conclusions were drawn: (1) the average score of the students in the experimental class was 78.59, the proportion of outstanding students was 13.19%, and the average score of the students in the control class was 77.18, the average score of the experimental class was 78.59. The percentage of outstanding students was only 5.63%. According to the analysis of SPSS software, although the average scores of the two classes were not significantly different, the excellence rate of the experimental class was obviously higher than that of the control class. 2 the average score of the experimental class of the self-compiled post-test paper was 67.45,67.45. The average score of the control class was 58.86, analyzed by SPSS software, there were significant differences between the two classes, which showed that the teaching effect of the HPS teaching mode was better than that of the conventional teaching methods. 3 the questionnaire survey showed that the results of the two classes were significantly different. Statistical analysis found that the students in both classes were interested in the history of science in the textbooks and the stories of biological scientists, but the students in the control class did not spend any more time collecting relevant information on the history of biological science after class. The results also show that the students in the control class are more inclined to remember scientific knowledge than to understand scientific methods, and they are more willing to accept the learning of knowledge. As for the learning and application of methods, they are relatively weak. Finally, starting from the limitation of HPS teaching mode and the problems encountered in its application, this paper puts forward some superficial suggestions, and points out some concrete work to be done in the future of this experiment.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
【参考文献】
相关期刊论文 前1条
1 袁维新;科学史教育的教学价值与教学模式[J];教育科学研究;2004年07期
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