高中生物学“稳态”迷思概念的调查研究
发布时间：2018-09-12 16:43
【摘要】：21世纪是一个知识大爆炸、科技大发展的时代。科学技术已经成为衡量一个国家综合国力的重要方面。科学教育受到了全球各个国家、地区的高度重视。我国在新一轮课程改革中把提高学生的科学素养作为科学教育的主要目标。生物学科作为一门科学课程,中学教育的必修学科,是科学教育的重要方面。注重学生的生物科学素养的培养,是我国生物学课程的目标之一,是科学教育的必然要求。生物学是由大量的基础概念搭建起来的,生物概念的学习对于学生生物学的学习至关重要。高中学生在生物学“稳态”主题中存在大量的迷思概念,这些迷思概念对学生整个生物学知识的掌握具有一定的影响,基于此本论文选取了高中生物学“稳态”主题中的迷思概念作为研究课题。本次研究在阅读相关文献和人教版高中生物教材必修三《稳态与环境》的基础上,编写了三阶层的迷思概念调查问卷,向西安市的西安铁一中滨河学校、西安第六十六中、西安中学这三所学校的学生发放了问卷,并选取了部分学生进行了访谈。通过本次的研究调查总结归纳出来以下结论：高中生在生物学“稳态”这块存在的迷思概念具有数量多、种类多的特点：从微观到宏观学生拥有的迷思概念越来越多；迷思概念拥有率在男女性别上没有显著性差异,但在分布上存在一定的不同；在个别题目中高三年级学生的迷思概念拥有率高于高二年级的学生；学校的教育理念、管理方式与学生的迷思概念分布有一定的关系。笔者针对学生在“稳态”中存在的迷思概念提出了一些建议。对教师在教学方面的建议：(1)多途径、多方法的收集学生的迷思概念；(2)归纳总结学生的迷思概念,了解迷思概念的特点和产生原因用于指导教学；(3)引发学生的概念的冲突,促使学生主动的寻求科学概念；(4)利用好课堂时间,有效转变学生的迷思概念；(5)关注男女生思维习惯与兴趣点的不同,保证课堂活动的参与中男女比例的协调,避免性别偏向；(6)丰富有趣的课外活动中轻松实现迷思概念的转变；(7)及时复习总结,强化科学概念。对学生学习方法方面的建议：(1)重视对生物概念的学习,端正概念学习的态度；(2)注意科学概念的构成成分,洞悉科学概念的特点；(3)加强概念在实际生活中的运用,深入的理解概念；(4)与家人、朋友、同学、教师多讨论、交流,共同学习进步；(5)建立概念手册。
[Abstract]:The 21 st century is an era of knowledge explosion and great development of science and technology. Science and technology has become an important aspect of a country's comprehensive national strength. Science education has been attached great importance to by all countries and regions all over the world. In the new round of curriculum reform, our country regards the improvement of students' scientific literacy as the main goal of science education. Biology as a science course and a compulsory subject in middle school education is an important aspect of science education. Paying attention to the cultivation of students' biological scientific literacy is one of the goals of biology curriculum in China and is the inevitable requirement of science education. Biology is constructed by a large number of basic concepts. The study of biological concepts is of great importance to students' learning of biology. High school students have a large number of misconceptions in the subject of "steady state" of biology, which have a certain influence on the mastery of the whole biological knowledge of the students. Based on this thesis, the concept of myth in the subject of steady state of biology in senior high school is selected as the research topic. On the basis of reading the relevant literature and reading the required three steady state and environment in the senior high school biology textbook, this study compiled a questionnaire on the concept of myth of three classes, and sent the questionnaire to Xi'an No. 1 Middle School in Xi'an City, Xi'an No. 66 Middle School. Students from these three schools in Xi'an Middle School sent out questionnaires and selected some students for interviews. The following conclusions are concluded through this research: the concept of "steady state" in biology of senior high school students has the characteristics of large number and variety: more and more students have the concept of myth from micro to macro; There is no significant difference between male and female, but there is a certain difference in distribution between male and female. There is a certain relationship between the management style and the students' misconception distribution. The author puts forward some suggestions on the misconception of students'"steady-state". Suggestions to teachers in teaching: (1) collecting students' misconceptions in many ways and methods; (2) summing up the concepts of students' myths, understanding the characteristics of the concepts and their reasons for guiding teaching; (3) causing conflicts of students' concepts, To urge students to actively seek scientific concepts; (4) to make good use of classroom time to effectively change the students' myth concept; (5) to pay attention to the differences between male and female students' thinking habits and points of interest, and to ensure the coordination of the proportion of men and women in the participation of classroom activities. Avoid gender bias; (6) enrich interesting extracurricular activities to easily realize the concept of myth change; (7) timely review and summary, strengthen the scientific concept. Suggestions on learning methods for students: (1) pay attention to the study of biological concepts and correct their attitude towards concept learning; (2) pay attention to the components of scientific concepts and understand the characteristics of scientific concepts; (3) strengthen the application of concepts in real life. Deeply understand concepts; (4) discuss and communicate with family, friends, classmates and teachers; (5) establish concept handbook.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
本文编号：2239611
[Abstract]:The 21 st century is an era of knowledge explosion and great development of science and technology. Science and technology has become an important aspect of a country's comprehensive national strength. Science education has been attached great importance to by all countries and regions all over the world. In the new round of curriculum reform, our country regards the improvement of students' scientific literacy as the main goal of science education. Biology as a science course and a compulsory subject in middle school education is an important aspect of science education. Paying attention to the cultivation of students' biological scientific literacy is one of the goals of biology curriculum in China and is the inevitable requirement of science education. Biology is constructed by a large number of basic concepts. The study of biological concepts is of great importance to students' learning of biology. High school students have a large number of misconceptions in the subject of "steady state" of biology, which have a certain influence on the mastery of the whole biological knowledge of the students. Based on this thesis, the concept of myth in the subject of steady state of biology in senior high school is selected as the research topic. On the basis of reading the relevant literature and reading the required three steady state and environment in the senior high school biology textbook, this study compiled a questionnaire on the concept of myth of three classes, and sent the questionnaire to Xi'an No. 1 Middle School in Xi'an City, Xi'an No. 66 Middle School. Students from these three schools in Xi'an Middle School sent out questionnaires and selected some students for interviews. The following conclusions are concluded through this research: the concept of "steady state" in biology of senior high school students has the characteristics of large number and variety: more and more students have the concept of myth from micro to macro; There is no significant difference between male and female, but there is a certain difference in distribution between male and female. There is a certain relationship between the management style and the students' misconception distribution. The author puts forward some suggestions on the misconception of students'"steady-state". Suggestions to teachers in teaching: (1) collecting students' misconceptions in many ways and methods; (2) summing up the concepts of students' myths, understanding the characteristics of the concepts and their reasons for guiding teaching; (3) causing conflicts of students' concepts, To urge students to actively seek scientific concepts; (4) to make good use of classroom time to effectively change the students' myth concept; (5) to pay attention to the differences between male and female students' thinking habits and points of interest, and to ensure the coordination of the proportion of men and women in the participation of classroom activities. Avoid gender bias; (6) enrich interesting extracurricular activities to easily realize the concept of myth change; (7) timely review and summary, strengthen the scientific concept. Suggestions on learning methods for students: (1) pay attention to the study of biological concepts and correct their attitude towards concept learning; (2) pay attention to the components of scientific concepts and understand the characteristics of scientific concepts; (3) strengthen the application of concepts in real life. Deeply understand concepts; (4) discuss and communicate with family, friends, classmates and teachers; (5) establish concept handbook.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
【引证文献】
相关期刊论文 前1条
1 叶佳佳;甘丽萍;;合作式概念构图在中学生物迷思概念转变中的应用研究[J];科学咨询(科技·管理);2017年06期
，本文编号：2239611
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