基于提高学生生物科学素养的校本课程理论和实践研究.doc

基于提高学生生物科学素养的校本课程理论和实践研究 摘 要本研究旨在根据科学素养的概念以及校本课程开发的相关理论,探讨提高学生生物科学素养的教学策略及成效 在教育部 2003 年制定的《普通高中生物课程标准》中将提高每个高中学生的生物科学素养作为课程标准实施中的核心内容学生生物科学素养的提高,主要是通过国家课程形式加以实施,这正为广大生物学科教育工作者所实践着本文以生物学科教育的校本课程为切入点,从理论层面上梳理学科科学素养与学科校本课程之间的的关系、从实践层面上探索利用学科校本课程促进学生学科科学素养形成之途径、以及如何测量学科校本课程教学中学生科学素养的实现程度主要采用文献法、问卷调查法、实验法从理论和实践两个层面加以研究本文第一、二章为理论部分,通过文献综述回顾了科学素养概念的产生、发展以及校本课程开发的相关理论;详细阐述了生物科学素养的主要内容;探讨了利用校本课程开发提高学生生物科学素养的有关理论并对生物相关的校本课程提高学生生物科学素养的独特优势做以分析 第三、第四、第五章为实践部分,本文的教学实践得到上海市建平中学的大力支持,笔者在上海市建平中学开设将近一年“生活中的生命科学” 的拓展型课程,以此探索利用校本课程提高学生生物科学素养的可行性及有效性。

“实践部分”主要包括:前期调查分析、教材的编制、课程的实施、以及课程评价在“教材的编制”中,着重分析了课程目标的制订以及课程内容选择的原则,并附“衰老”一节的教材体例课程的实施主要结合笔者的教学实践完成,分析了教师在课程实施中的作用并提供了三个“生活中的生命科学”教学设计,结合课程内容发放教师自编练习,了解学生对于知识的掌握情况 为了更科学的检测“生活中的生命科学”在提高学生生物科学素养方面的有效性,本文评价部分采用定量研究生物科学素养调查问卷与定性研究学生课件制作、角色扮演相结合的研究方法生物科学素养问卷采用前后测,旨在了解“生活中的生命科学”对于学生生物科学素养的发展有何成效 第六章为全篇的结论部分,笔者认为科学、技术、社会是可以包含在科学思想和科学精神中的,科学素养包括科学知识、科学方法、科学思想和科学精神,这一观点与中国科协关于科学素养的理解相一致关于“生物科学素养”,笔者认为《普通高中生物课程标准》中的定义既体现了“科学素养”概念的本质,又突出了生物的学科特点,具体并且可操作 生物相关的校本课程具有提高学生生物科学素养的独特优势1生物相关的校本课程开发可以加强生物学核心概念原理的理解。

2生物相关的校本课程i开发可以培养学生的探究能力3生物相关的校本课程开发有助于学生科学态度、科学精神的养成 通过对“生物科学素养调查问卷”的统计分析发现:校本课程开发能够高效的促进学生生物知识水平的提高;校本课程开发可以促进学生对于生物科学研究过程和方法的掌握学生科学精神、科学态度、伦理、价值观的培养是一个长期的过程 希望本文能对后来从事此方向的研究者提供值得参考和借鉴的理论策略和实践操作策略关于生物科学素养的研究有着非常广阔的空间,有助于促进教师尤其是新教师的成长 关键词:科学素养,生物科学素养,校本课程开发iiABSTRACTThis thesis is aimed at researching the strategies of how to improve students’ biology scientific literacy, according to the definition of scientific literacy, scientific literacy of biology and school-based curriculum developmentIt is vital to improve every students’ scientific literacy of biology, based in the Senior High Shool Biology Education Standards, which is promulgated by Ministry of Education. The improvement of student’s scientific literacy of biology chiefly from National Curriculum, and that is what most biology teachers work for. In this thesis, we focus on the relationship between professional science literacy and school-based curriculum. We also have been exploring the way of improving students’ scientific literacy in optional courses in hopes of finding scientific literacy measurement and evaluation reasonable and feasible. In this thesis we used a literature review questionnaire and action researchA review of the history of scientific literacy and school-based curriculum development is in Chapter 1 and Chapter 2. It also shows the main contents of biology scientific literacy and the advantages of school-based curriculum used in biology scientific literacy improvementChapter 3 to Chapter 5 are processes in practice. Thanks to Shanghai JianPing High School, the author had offered optional course called Life Science in Daily Life L.S.//0>. short since September 2005. We used action research on the efficiency and possibility of taking advantage of school-based curriculum to improve students’ scientific literacy of biology. Previous surveys, teaching materials, curriculum performance, and curriculum evaluation are contained in this part. During the practice, the role of the teacher played in the curriculum performance became clearFurthermore, three cases of Life Science in Daily Life are available. Some seatwork helped to know students betterQuantitative research questionnaires and tests and qualitative research group discussion and role-playing records are both used to make biology scientific literacy measurement more reasonable. We sent out the questionnaires to the students before and after the course to know the effectivity of the school-based curriculum Life Science in Daily LifeIt is the thesis of this paper that, instead of defining scientific literacy in four terms of specificity, Science Technology and Society STS should be contained iniiiscientific spirits, emotions, and values. The definition about scientific literacy of biology in Senior High School Biology Education Standards not only embodies the essence of scientific literacy, but also specific and executableWe found that school-based curriculum development has special advantages in biological scientific literacy improvement. Frist, it contributes to understanding biological conception and principle. Then it promotes students’ ability for inquiry. At last, it helps in the establishing gradually the correct and scientific valueDuring the statistical analysis of the questionnaires, we came to the conclusion that long-term steps would have to be taken on correct scientific value establishment, however, school-based curriculum development, improved biology scientific literacy in scientific process and method, and scientific spirits, emotions, and valuesThis thesis would do more to enhance the biology teachers’ understanding and strategies of biological scientific literacy than narrowly aimed at increasing scores on tests. What is more important。