發(fā)布時(shí)間：2018-04-16 09:35

  本文選題：高中生物 + 教材　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：STSE (Science, Technology, Society and Environment)教育是科學(xué)教育的新范式。2003年3月31日,教育部頒布的《普通高中生物課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》對STSE教育予以極高的重視,力圖借助STSE教育推進(jìn)新一輪基礎(chǔ)教育課程改革。本文采用文獻(xiàn)研究法和比較分析法對人民教育出版社和北京師范大學(xué)出版社出版的高中生物學(xué)必修教材,以課程標(biāo)準(zhǔn)為依據(jù),對STSE教育內(nèi)容的主題、呈現(xiàn)方式、特點(diǎn)進(jìn)行分析、比較。通過研究,得到以下結(jié)論：STSE教育思想體現(xiàn)了課程的基本理念,STSE教育目標(biāo)反映了課程目標(biāo),內(nèi)容標(biāo)準(zhǔn)引入了STSE教育內(nèi)容,實(shí)施建議提出了STSE教育途徑。STSE教育內(nèi)容均涉及生物學(xué)與技術(shù)、生物學(xué)與社會生產(chǎn)、生物學(xué)與社會生活、生物學(xué)與環(huán)境保護(hù)四大主題,各主題下不同教材側(cè)重點(diǎn)有所不同。STSE教育內(nèi)容均采用STSE教育專欄、輔欄、正文、課后習(xí)題多種方式呈現(xiàn),但具體種類、數(shù)量上有所不同,相同名稱的欄目其表現(xiàn)形式、具體內(nèi)容不同,同一STSE教育內(nèi)容呈現(xiàn)的方式不同。STSE教育內(nèi)容具有配圖多樣化、活動綜合化、注重科學(xué)史教育、注重倫理道德教育的共同特點(diǎn)。相比之下,人教版教材富含人文素養(yǎng)、注重學(xué)科交叉、大力發(fā)揮網(wǎng)絡(luò)資源的價(jià)值,北師大版教材語言貼近生活、注重科學(xué)概念、強(qiáng)調(diào)學(xué)生動手能力的培養(yǎng)。教材中的STSE教育內(nèi)容有一些不足之處：某些內(nèi)容需要更新、探究性學(xué)習(xí)活動的設(shè)計(jì)還需加強(qiáng)、插圖質(zhì)量有待改善。并提出相關(guān)建議：教材編寫者應(yīng)該豐富STSE教育內(nèi)容、重視STSE教育習(xí)題、優(yōu)化STSE教育內(nèi)容的呈現(xiàn)方式；教師應(yīng)該深入研究課程標(biāo)準(zhǔn)對STSE教育的要求、加強(qiáng)STSE教育資源的利用和開發(fā)、選擇合適的STSE教育教學(xué)方法、采用多元的STSE教育評價(jià)方式。由于主觀和客觀的條件限制,導(dǎo)致本研究中還存在一些不足,無論是本研究取得的初步成果,或是表現(xiàn)出的不足,希望能夠?yàn)橄嚓P(guān)的教育研究者和教育工作者或多或少提供些許啟示。
[Abstract]:STSE Science, Technology, Society and Environment is a new paradigm of science education. On March 31, 2003, the General Senior High School Biology Curriculum Standard (experiment) issued by the Ministry of Education attached great importance to STSE education.Try to promote a new round of basic education curriculum reform with the help of STSE education.Based on the curriculum standard, this paper analyzes the theme, presentation mode and characteristics of STSE education content based on the required high school biology textbooks published by the people's Education Publishing House and Beijing normal University Press by using the method of literature research and comparative analysis.Compare.Through the research, the following conclusions are drawn: the basic idea of curriculum is embodied in the educational thought of "STSE", and the goal of education reflects the goal of the course, and the content standard introduces the content of STSE education.The contents of STSE education include biology and technology, biology and social production, biology and social life, biology and environmental protection.The emphasis of different teaching materials under each theme is different. STSE educational contents are presented in various ways of STSE education column, auxiliary column, main text and after-class exercises, but the specific types and quantity are different, and the columns with the same name have their forms of expression.The contents of the same STSE education are different in different ways. STSE educational contents have the common characteristics of diversification of map, synthesis of activities, emphasis on the education of history of science, and on the education of ethics and morality.In contrast, the teaching material of human education is rich in humanistic accomplishment, pays attention to the crossing of subjects, exerts the value of network resources vigorously, and emphasizes the cultivation of students' practical ability by paying attention to scientific concepts, close to life, and emphasizing the cultivation of students' practical ability.There are some deficiencies in the teaching material of STSE education: some contents need to be updated, the design of inquiry learning activities needs to be strengthened, and the quality of illustrations needs to be improved.Some suggestions are put forward: textbook writers should enrich the content of STSE education, attach importance to STSE education exercises, optimize the presentation of STSE educational contents, and teachers should deeply study the requirements of STSE education in curriculum standards.To strengthen the utilization and development of STSE educational resources, to choose the appropriate STSE teaching methods and to adopt multiple STSE educational evaluation methods.As a result of subjective and objective conditions, there are still some shortcomings in this study, whether the preliminary results obtained in this study, or the shortcomings of the study,Hope to provide more or less some enlightenment for the relevant educational researchers and educators.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.91

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本文編號：1758356