中学生物学课堂中插图运用的调查研究
发布时间：2018-12-28 08:35
【摘要】：随着我国第八次基础教育改革的进行,我国生物学教科书发生了很大的变化,插图作为教科书的第二语言,其使用量的增加和地位的提高成为教科书的重要变化之一。同国外插图研究水平相比,我国多数相关研究都来自于经验性总结,缺少理论依据,对中学生物学课堂的实践研究尤为缺乏。鉴于此,本研究即以此为关注点,通过梳理国内外相关理论,并结合调查研究,试图通过理论与实践两个方面,初步研究教科书插图在中学生物学课堂中的运用情况。本研究主要包括以下四个阶段:第一阶段,文献研究。梳理插图相关理论,包括插图的特点、功能、插图理解的影响因素,相关认知理论等。对国内外已有研究进行综述和整合,并对插图、教科书插图等概念进行界定,为开发探测工具提供理论支持。第二阶段,探测工具的开发与初始问卷的编制。通过理论梳理和一线教师的访谈,初步编制教师问卷与学生问卷的初始问卷。通过进一步修正和完善,最终得到正式问卷。第三阶段,实施问卷调查与数据分析。利用统计分析软件SPSS17.0对数据进行信度分析、效度分析以及描述性统计分析。第四阶段,运用理论综述对我国教科书插图类型和影响因素进行梳理分析。第五阶段,通过实践研究并结合理论研究分析调查结果得出相应结论,分析存在的一些问题并提出解决对策。通过以上过程和阶段,本研究获得以下主要结论和成果:1.教科书插图对学生的学习具有重要作用,可以帮助学生理解和记忆生物学知识。插图的组成元素、物理特征、不同类型、学习者的差异性、不同的知识类型等,都会影响学习者对插图的理解水平以及对知识的掌握情况,因此,也会影响教师的选择策略。2.通过调查研究发现,教师除了可以利用多媒体展示插图外,还应该尽可能多的利用板书和挂图展示插图。根据多媒体学习理论,教师在利用多媒体呈现插图时,最好通过插图和解说的方式来呈现,有利于学生的理解和记忆。3.目前我国教科书插图中存在许多装饰性插图,与文本内容没有直接联系,无法帮助学生理解文本内容,甚至插图中的某些细节会对学生产生错误诱导。
[Abstract]:With the development of the eighth basic education reform in China, great changes have taken place in the biology textbooks in our country. As the second language of the textbooks, the increase of the use of illustrations and the improvement of their status has become one of the important changes of the textbooks. Compared with the level of illustration research abroad, most of the related studies in our country come from empirical summary, lack of theoretical basis, especially the practical study of biology classroom in middle school. In view of this, this research focuses on this, through combing the relevant theories at home and abroad, and combining with the investigation and research, try to study the application of textbook illustrations in middle school biology classroom through two aspects: theory and practice. This research mainly includes the following four stages: the first stage, literature research. Combing the illustration related theory, including illustration characteristics, function, illustration understanding factors, relevant cognitive theory and so on. This paper summarizes and integrates the existing researches at home and abroad, defines the concepts of illustrations and textbook illustrations, and provides theoretical support for the development of detection tools. The second stage, the development of detection tools and the preparation of initial questionnaires. Through theoretical analysis and first-line teachers' interviews, the initial questionnaire of teacher questionnaire and student questionnaire was preliminarily worked out. Through further revision and improvement, finally get the formal questionnaire. The third stage, carries out the questionnaire survey and the data analysis. The reliability analysis, validity analysis and descriptive statistical analysis of the data were carried out with the statistical analysis software SPSS17.0. In the fourth stage, the author analyzes the types and influencing factors of Chinese textbook illustrations by theoretical review. In the fifth stage, through practical research and theoretical analysis of the results of the investigation, the corresponding conclusions are drawn, and some problems are analyzed and countermeasures are put forward. Through the above process and stage, this study obtains the following main conclusions and results: 1. Textbook illustrations play an important role in students' learning and can help students to understand and memorize biological knowledge. The composition of illustrations, physical characteristics, different types, differences of learners, different types of knowledge and so on, will affect the level of understanding of illustrations and the mastery of knowledge. Will also affect the teacher's choice of strategies. 2. Through investigation and research, it is found that teachers should use blackboard and wall charts as much as possible in addition to using multimedia to display illustrations. According to the multimedia learning theory, when teachers use multimedia to present illustrations, it is best to present them through illustrations and explanations, which is beneficial to students' understanding and memory. At present, there are many decorative illustrations in Chinese textbook illustrations, which have no direct relation with the text content, and can not help the students to understand the text content. Even some details in the illustrations will lead to the students' error.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
[Abstract]:With the development of the eighth basic education reform in China, great changes have taken place in the biology textbooks in our country. As the second language of the textbooks, the increase of the use of illustrations and the improvement of their status has become one of the important changes of the textbooks. Compared with the level of illustration research abroad, most of the related studies in our country come from empirical summary, lack of theoretical basis, especially the practical study of biology classroom in middle school. In view of this, this research focuses on this, through combing the relevant theories at home and abroad, and combining with the investigation and research, try to study the application of textbook illustrations in middle school biology classroom through two aspects: theory and practice. This research mainly includes the following four stages: the first stage, literature research. Combing the illustration related theory, including illustration characteristics, function, illustration understanding factors, relevant cognitive theory and so on. This paper summarizes and integrates the existing researches at home and abroad, defines the concepts of illustrations and textbook illustrations, and provides theoretical support for the development of detection tools. The second stage, the development of detection tools and the preparation of initial questionnaires. Through theoretical analysis and first-line teachers' interviews, the initial questionnaire of teacher questionnaire and student questionnaire was preliminarily worked out. Through further revision and improvement, finally get the formal questionnaire. The third stage, carries out the questionnaire survey and the data analysis. The reliability analysis, validity analysis and descriptive statistical analysis of the data were carried out with the statistical analysis software SPSS17.0. In the fourth stage, the author analyzes the types and influencing factors of Chinese textbook illustrations by theoretical review. In the fifth stage, through practical research and theoretical analysis of the results of the investigation, the corresponding conclusions are drawn, and some problems are analyzed and countermeasures are put forward. Through the above process and stage, this study obtains the following main conclusions and results: 1. Textbook illustrations play an important role in students' learning and can help students to understand and memorize biological knowledge. The composition of illustrations, physical characteristics, different types, differences of learners, different types of knowledge and so on, will affect the level of understanding of illustrations and the mastery of knowledge. Will also affect the teacher's choice of strategies. 2. Through investigation and research, it is found that teachers should use blackboard and wall charts as much as possible in addition to using multimedia to display illustrations. According to the multimedia learning theory, when teachers use multimedia to present illustrations, it is best to present them through illustrations and explanations, which is beneficial to students' understanding and memory. At present, there are many decorative illustrations in Chinese textbook illustrations, which have no direct relation with the text content, and can not help the students to understand the text content. Even some details in the illustrations will lead to the students' error.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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