小学生科学学习品质的教师支持行为研究

发布时间：2018-03-16 07:39

本文选题：小学科学　切入点：科学学习品质　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着国际社会对学习者终身教育与可持续发展这一共识的达成、我国综合性课程的不断规范化发展,科学课程成为一门以培养学生科学素养、奠定学生继续学习与终身发展基础为宗旨的义务教育阶段核心课程。学生是整个教学过程的核心,学生的科学素养如何达成,继续学习与终身发展的基础如何奠定,这对学生学习品质提出了要求。学生的学习品质指个体在学习过程中表现出的相对稳定的心理特征和行为倾向,主要包括学习态度、学习行为、学习能力三个方面。学习品质指向的并非是某些具体的知识、技能或是方法,而是指向学习个体如何获得这些知识、技能和方法。而学生科学学习品质的维持与发展需要通过一定的途径与手段来实现,教师在科学教学过程中采取的支持方式、内容等会直接影响科学教学活动的质量,进而影响学生学习品质、科学素养乃至整个学习活动。基于此,了解实际科学教学活动中教师对学生科学学习品质的支持行为并对其进行研究,有助于科学教育教学目标的实现,对学生、对教师,乃至学校和社会的发展都具有重要意义。本研究采用观察法、随机访谈法等方法,通过目的性抽样选取了三所不同发展特色与水平的小学,对科学教学活动中教师有关学生科学学习品质的支持行为现状进行了研究,探讨了小学科学教学活动中教师对学生科学学习品质支持行为的特点与影响因素,提出了改善、优化科学教师有关学习品质支持行为的建议。具体内容有以下四部分:一、小学生科学学习品质的结构与要素。通过文献研究法,厘清学习品质与科学学习品质的概念。结合已有研究对学习品质、学科学习品质结构与要素的分析以及一线教师的多次访谈,构建小学生科学学习品质的结构与要素。二、小学生科学学习品质的教师支持行为研究方法。根据小学生科学学习品质是通过个体行为表现出来的内隐的心理过程以及教学动态性的特征,得出建立小学生科学学习品质行为表征表、教师对学生科学学习品质支持行为表征表以及可操作的观察记录表对小学科学教学过程中教师有关学生科学学习品质的支持行为进行记录,结合随机访谈法对观察过程中不清楚的进行深入了解,这一系列研究方法切实可行,有助于全面了解真实科学教学中有关学习品质的支持行为,也为接下来的研究奠定了基础。三、小学科学课程中教师对学生科学学习品质支持行为的现状分析、特点以及影响因素。通过已收集的观察、访谈内容,从教师对学生科学学习品质支持行为的数量、内容、方式三个维度出发,根据不同课型、不同年级以及教师的不同专业发展阶段进行比较分析,发现教师对学生科学学习品质支持行为呈现出总体支持数量较少、支持内容分布不均、常用支持方式较为单一等特点。在此基础上,以教师内外因角度出发,从教师因素、社会因素、学校因素、学生因素等方面分析了教师对学生科学学习品质支持行为的影响。四、促进小学生科学学习品品质发展的支持性策略建议。通过对小学科学教学活动中教师对学生学习品质的观察与分析,发现当前科学教学过程存在的问题与不足。结合教师对学生科学学习品质支持行为的特点与影响因素,提出提升教师教育理念,加强教师教育实践能力的培养,打造校园文化,关注学生特色四个方面的建议,为教师支持学生科学学习品质的发展提供一些思路。
[Abstract]:Along with the international community of learners of lifelong education and the sustainable development of the consensus reached, continue to standardize the development of comprehensive curriculum in our country, science course has become a door to cultivate students' scientific literacy, students continue to lay the core curriculum of compulsory education and lifelong learning for the purpose of the foundation for the development of students. Is the core of the whole teaching process. How to achieve the scientific literacy of students, learning and lifelong development basis on how to lay this, quality requirements for students' learning. Students' learning quality refers to the psychological characteristics and behavior of relatively stable tendency of individuals in the process of learning, including learning attitude, learning behavior, learning three aspects of learning ability. The quality is not pointing to some specific knowledge, skills or methods, but to learn how to get these individual knowledge, skills and methods. And the students of Science Learning to maintain and develop quality needs through certain ways and means to achieve the teachers take in science teaching in the process of support, the content will directly affect the quality of science teaching activities, thereby affecting the quality of students learning, scientific literacy and the learning activities. Based on this, to understand the teachers' teaching activities for students in science and practical science learning support behavior quality and carries on the research, implementation, contribute to the scientific education goals for students, for teachers, are of great significance and development of school and society. This research adopts the methods of observation, random interviews and other methods, through purposive sampling to select three different characteristics and development level primary school, teachers of science teaching activities on students' science learning support current quality were studied, discussed the teaching activities of students of science teaching in primary school Learn the characteristics and influencing factors of the quality of support, put forward to improve the quality of the science teachers, optimize learning support behavior suggestion. The specific contents of the following four parts: first, the primary scientific study quality structure and elements. Through literature research, clarify the concept of quality and quality of science learning learning. Combined with the existing research on learning quality, learning quality and analysis of structure elements and teachers' interviews, construction of pupils' scientific learning quality structure and elements. In two, the primary scientific learning quality teachers'supporting behavior research methods. According to the primary scientific study quality through the psychological process of implicit individual behavior out and the dynamic characteristics of teaching the establishment of the primary scientific study quality, Behavior Characterization table, teachers of students' scientific quality of learning support and operational behavior characterization table The observation records of the process of science teaching in primary school teachers on students' science learning support behavior quality records, for in-depth understanding is not clear in the observation process with random interviews, a series of research methods is feasible and beneficial to understand the behavior of the real quality of learning support in science teaching, but also lay the basis for the following research. Three, analysis of teachers of primary school science curriculum for students in science learning quality to support the status quo, characteristics and influence factors. Through observation, interviews have been collected from the teachers, the content of students' science learning quantity, quality support, starting in three dimensions, according to the different type of class different grades, as well as the teachers of different professional development stages were compared, found that teachers on students' scientific quality of learning support behavior showed the overall number of support Less support, content distribution is uneven, the commonly used support mode is single and so on. On this basis, the teachers internal and external point of view, from the teaching factors, social factors, school factors, students' factors of teachers on students' scientific quality of learning support behavior. The influence of four pupils, promote science learning quality development the support of strategic recommendations. Through the activities of science teaching in primary school teachers' learning observation and Analysis on the quality of the students, find out the existing problems and shortcomings in the process of scientific teaching. Combined with the teachers on the characteristics and influencing factors of quality to support the students' scientific study, put forward the concept of teacher education, strengthen the training of teachers' ability of teaching practice, build four aspects of campus culture, pay attention to students' characteristics, provide some ideas for the teachers to support the students' scientific qualities of learning and development.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.6

【参考文献】