翻转课堂促进中学生科学本质观发展的研究

发布时间：2018-05-26 08:28

本文选题：科学本质 + 翻转课堂　；参考：《南京师范大学》2017年硕士论文

【摘要】：近年来,随着科学本质(Nature of Science, NOS)研究在我国的兴起,在教育中如何促进学生的科学本质理解成为众多教育工作者的研究热点,生物教育作为科学教育的重要组成部分同样非常重视科学本质教育的研究。纵观国内外对科学本质教育的研究现状可以发现,较多学者尝试在实践中运用不同的教学模式来促进学生科学本质观的发展。论文在收集、分析相关文献资料的基础上,着眼于教学实践,尝试引入新的教学模式,即翻转课堂教学模式来促进学生的科学本质发展。论文以四川省成都市武侯高级中学三个同质班作为实验对象,其中5班和6班为实验组进行融入科学本质的翻转课堂教学,而3班作为对照组进行传统模式的教学,实验采用单因素前后测分析。在相关研究的基础上确定高中生应该掌握的科学本质的3个一级指标以及11个二级指标,并按照各个指标制定详细的内容载体;参考VANSK量表、“了解科学本质量表”等内容制定问卷,对3个班学生的科学本质进行前测分析,了解学生的科学本质现状;在此基础上结合国内外翻转课堂的教学模式,制定出能有效融入科学本质教学的翻转课堂新模式并将其应用于实践中去;最后对实验组和对照组的学生进行后测,分析其差异性。结果表明,不管是进行翻转课堂教学还是传统模式教学的班级在科学本质方面都有一定的提高,但就传统教学而言,除科学知识的暂时性本质具有显著性提高之外,其他各项指标并没有明显差异。翻转课堂教学和传统教学比较显示,翻转课堂教学模式下学生的科学知识的本质、以及科学精神得分都显著大于传统教学模式下的学生,说明翻转课堂对于学生科学本质的发展具有一定的促进作用。
[Abstract]:In recent years, with the rise of Science, NOS) research in China, how to promote students' understanding of the nature of science in education has become a hot research topic for many educators. As an important part of science education, biology education also attaches great importance to the research of science essence education. It can be found that more scholars try to use different teaching models to promote the development of students' view of nature of science in practice. On the basis of collecting and analyzing relevant literature and materials, this paper tries to introduce a new teaching model, that is, flipping the classroom teaching model, to promote the development of students' scientific essence, focusing on teaching practice. This paper takes three homogenous classes of Wuhou High School in Chengdu, Sichuan Province as the experimental objects, among which class 5 and class 6 are the experimental groups, which are integrated into the scientific essence of the flipping classroom teaching, while the third class is used as the control group to carry on the traditional mode of teaching. Single-factor pre-and-post analysis was used in the experiment. On the basis of relevant research, three primary indicators and 11 secondary indicators of the scientific nature should be grasped by senior high school students, and detailed content carriers are made according to each index; referring to the VANSK scale, The contents of "understanding the essence of Science" and other contents of the questionnaire, the students of the three classes of scientific nature of pre-test analysis, to understand the status quo of the scientific nature of students, and on this basis, combined with the teaching model of flipping the classroom at home and abroad, A new model of flipping classroom which can effectively integrate into the teaching of the essence of science is established and applied to practice. Finally, the students of the experimental group and the control group are tested and the differences between them are analyzed. The results show that both the class of flipping classroom teaching and the traditional teaching mode have some improvement in the nature of science, but as far as traditional teaching is concerned, except for the temporary nature of scientific knowledge, there is a significant improvement in the nature of science. There are no significant differences in other indicators. The comparison of flipped classroom teaching and traditional teaching shows that the essence of scientific knowledge and the score of scientific spirit in the flipped classroom teaching mode are significantly higher than those in the traditional teaching mode. It shows that flipping classroom can promote the development of students' scientific essence.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434

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