中学科学课程中科技风险内容设置研究

发布时间：2018-06-03 11:39

本文选题：中学科学课程 + 课程标准　；参考：《西南大学》2016年硕士论文

【摘要】：科技风险是现代工业社会所特有的风险形式,它是现代性的必然后果与副产品。随着现代化的不断展开,科学技术发挥了日益关键的作用,但也造成了许多后果严重的风险。诸如核威胁、放射性污染、基因食品的安全问题、克隆问题和日益泛滥的网络犯罪等现象,几乎都是与科技密切相关的。为从根本上缓解科技风险问题,需从青少年的教育开始。本文着眼于科技风险教育问题,主要对中学科学课程的课程标准和教材中所含科技风险内容设置进行研究。研究一以初中物理、化学、生物三学科课程标准和教材为材料,以各学科所含科技风险数目、科技风险内容的水平要求和所在栏目类型为内容进行研究,通过文本分析,得到以下结果:(1)初中物理课程标准对科技风险内容的要求主要为认知性目标和体验性目标,教材所含科技风险内容主要体现在知识讲解类栏目。(2)初中化学课程标准所含科技风险内容主要在认知性目标和体验性目标中有要求,教材所含科技风险内容主要体现在知识讲解类栏目。(3)初中生物课程标准包含科技风险内容主要在情感性目标和认知性目标中有要求,教材所含科技风险内容主要体现在知识讲解类栏目。研究二以高中物理、化学、生物三学科课程标准和教材为研究材料,以各学科所含科技风险数目、科技风险内容的水平要求和所在栏目类型为内容进行研究,通过文本分析,得到以下结果:(1)高中物理课程标准所含科技风险内容主要处于认知性目标。教材所含科技风险内容主要体现在课内外学生活动类栏目。(2)高中化学课程标准所含科技风险内容主要处于体验性目标。教材所含科技风险内容主要体现在课内外学生活动类栏目。(3)高中生物课程标准所含科技风险内容主要处于情感性目标。教材所含科技风险内容主要体现在知识拓展类栏目。研究三分别对初、高中物理、化学、生物这几个学科所含科技风险内容的设置进行横向和纵向对比,得出以下结论:(1)从初中物理、化学、生物三学科课程标准中单位内容主题所含科技风险内容数目的比较来看,初中物理相对注重科技风险内容的学习,化学次之,生物最不重视。从初中物理、化学、生物三学科教材中单位内容主题所含科技风险内容数目来看,初中生物相对注重科技风险内容的学习,化学次之,物理最不重视。(2)从高中物理、化学、生物三学科课程标准中单位内容主题所含科技风险内容数目来看,高中物理和化学对科技风险内容的学习注重程度相当,生物最不重视。从高中物理、化学、生物三学科教材中单位内容主题所含科技风险内容数目来看,高中化学相对注重科技风险内容的学习,生物次之,物理最不重视。(3)从初、高中物理所含科技风险内容的比较来看,标准中两学段渗入程度相当,并且两者对科技风险内容的要求大致相同;教材中两学段渗入程度也是相当,但所含科技风险内容所在栏目分布不同。(4)从初、高中化学所含科技风险内容的比较来看,标准中两学段渗入程度相当,并且两者对科技风险内容的要求大致相同;教材中两学段渗入程度也是相当,但所含科技风险内容所在栏目分布不同。(5)从初、高中生物所含科技风险内容的比较来看,标准中高中生物较初中对其渗入较多,但两者对科技风险内容的要求大致相同;教材中初中生物相对高中渗入较多,且两学段所含科技风险内容所在栏目分布不同。从整体来看,中学物理、化学、生物学科课程标准和教材都有涉及科技风险教育,只是渗入程度不同。另外,各学科课程标准和教材对科技风险内容的提出有一定的不一致性,这一点值得引起教育研究者注意。
[Abstract]:Scientific and technological risk is a unique form of risk in modern industrial society. It is the inevitable consequence and by-product of modernity. With the continuous development of modernization, science and technology have played an increasingly critical role, but it also causes a lot of serious risks. Such as nuclear threat, radioactive contamination, safety of genetic food, cloning and increasingly The phenomenon of network crime, which is overflowing, is closely related to science and technology. In order to alleviate the problem of scientific and technological risk fundamentally, it is necessary to start from the education of young people. This article focuses on the problem of science and technology risk education, mainly studies the curriculum standard and the content of science and technology in the curriculum of middle school science curriculum. The three subject curriculum standards and teaching materials of science, chemistry and biology are the materials, which are studied by the number of science and technology risks in each subject, the level requirements of the content of scientific and technological risk and the type of column. The following results are obtained through text analysis: (1) the requirements for the content of science and technology risk in junior middle school physics curriculum standards are mainly cognitive goals and experiences. The content of scientific and technological risks contained in the teaching material is mainly embodied in the class of knowledge explanation. (2) the content of science and technology risk contained in the junior middle school chemistry curriculum standard is mainly in the cognitive and experiential objectives, and the content of scientific and technological risk in the textbook is mainly embodied in the class of knowledge classes. (3) the standard of biology curriculum in junior high school contains scientific and technological risks. The content of the content is mainly in the emotional and cognitive goals. The content of scientific and technological risk in the textbook is mainly embodied in the class of knowledge explanation. Study two takes the curriculum standards and textbooks of the high school physics, chemistry and biology as the research material, the number of science and technology risks in each subject, the level requirements of the content of scientific and technological risk and the column class. The results are as follows: (1) the content of science and technology risk content in the high school physics curriculum standard is mainly in the cognitive goal. The content of scientific and technological risk in the teaching material is mainly embodied in the class of students' activities in and out of the class. (2) the content of science and technology risk in the high school chemistry curriculum standard is mainly in the experiential goal. The content of scientific and technological risks contained in the teaching materials is mainly embodied in the activities of students in and out of the class. (3) the content of scientific and technological risks contained in the standard of biology curriculum in high school is mainly in the emotional target. The content of scientific and technological risk in the textbook is mainly embodied in the class of knowledge expansion. Research three contains science and technology in the first, middle physics, chemistry and biology, respectively. The setting of risk content is contrasted horizontally and vertically, and the following conclusions are drawn: (1) from the comparison of the number of scientific and technological risk content contained in the subject content of the junior middle school physics, chemistry and biology, the junior middle school physics pays more attention to the study of the content of scientific and technological risk, the chemistry is the second, the biology is the most neglected. From junior high school physics, chemistry, and birth In the three subject matter, the number of scientific and technological risk content contained in the subject matter of the unit content, the junior high school biology pays more attention to the study of the content of scientific and technological risk, the second is the chemistry, and the physics is the most important. (2) from the number of scientific and technological risk content contained in the subject of the three subject course of physics, chemistry and biology, the high school physics and the Chemistry Division From the three subjects of physics, chemistry and biology in high school physics, chemistry and biology, high school chemistry pays more attention to science and technology risk content. (3) from the beginning, high school physics contains scientific and technological risk content. In comparison, the penetration degree of the two section of the standard is quite equal, and the requirements for the content of scientific and technological risk are roughly the same; the infiltration degree of the two school sections in the textbook is equal, but the contents of the content of the scientific and technological risk content are different. (4) from the beginning, the comparison of the content of scientific and technological risks contained in the high school chemistry shows that the infiltration degree of the two section of the standard is equal, And the requirements for the content of scientific and technological risk are roughly the same; the infiltration degree of the two sections in the teaching material is also equal, but the contents of the content of scientific and technological risks are different. (5) from the beginning, the comparison of the content of the scientific and technological risks contained in the high school biology shows that the high and high school biology is more infiltrated than the junior high school in the junior middle school, but both of them are about the content of the scientific and technological risks. In the teaching material, the junior high school biological relative high school has infiltrated more, and the content of the scientific risk content of the two section is different. From the whole, the middle school physics, chemistry, biology course standard and teaching material all involve the science and technology risk education, only the infiltration degree is different. In addition, the curriculum standards and teaching materials of each subject have the scientific and technological wind. There is a certain degree of inconsistency in the proposal of insurance content, which deserves the attention of educational researchers.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.98

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