HPS教學模式在高中生物必修2科學史教育中的應用初探
發(fā)布時間：2019-04-30 11:56
【摘要】：英國著名科學教育學家孟克和奧斯本(Monk Osborne,1997)在總結(jié)歷年來科學教育的實踐經(jīng)驗基礎(chǔ)上,借鑒最新的建構(gòu)主義學習理論,提出了將科學史、科學哲學的相關(guān)內(nèi)容融入科學課程的新的教學模式,即HPS教學模式。HPS原先是“科學史和科學哲學”的英文縮寫,但近年來有些科學教育專家把科學社會學也納入其中,于是HPS就變成了“科學史、科學哲學和科學社會學”(History, Philosophy and Sociology of Science)的縮寫詞。HPS教學與科學教育聯(lián)盟的關(guān)鍵是對科學本質(zhì)的追問和探尋,這也是HPS教育的核心所在。目前有關(guān)HPS教學模式在生物學科中的應用研究比較散,不夠系統(tǒng),本文選擇了HPS教學模式在高中生物必修2科學史教育中的應用這一課題,以期對HPS課程的實施提供實踐方面的有力支持。在本論文的具體闡述上,筆者借鑒國內(nèi)外與HPS模式相關(guān)的研究內(nèi)容,歸納總結(jié)出相應的理論基礎(chǔ)及理論體系,結(jié)合高中生物學科特點及學生的學習特點,較系統(tǒng)的探討了HPS教學模式在高中生物必修2科學史教育中的應用,提供了4個案例,分別是“孟德爾的一對相對性狀雜交的實驗”,“基因在染色體上”,“DNA是主要的遺傳物質(zhì)”,“DNA分子的結(jié)構(gòu)”。最后對HPS教學模式是否能有效提高教學和學習效果進行了初步的實驗研究,選取兩個平行班,采用單因素實驗組、對照組前后測試準實驗模式進行教學實驗,最終分析實驗數(shù)據(jù)得出相應結(jié)論：①學校期末生物試卷檢測,實驗班學生平均分78.59,成績優(yōu)秀的所占比例為13.19%,對照班學生平均分77.18、成績優(yōu)秀的所占比例僅為5.63%,用SPSS軟件分析,雖然兩班的平均分沒有顯著的差別,但實驗班的成績優(yōu)秀率明顯比對照班要高。②自編后測卷實驗班學生平均分67.45,對照班平均分為58.86,用SPSS軟件分析,兩班成績存在顯著差別,具有統(tǒng)計學意義,說明HPS教學模式的教學效果優(yōu)于常規(guī)教學方法。③問卷調(diào)查,統(tǒng)計分析數(shù)據(jù)發(fā)現(xiàn)兩個班的學生對課本中的科學史相關(guān)內(nèi)容以及生物科學家的故事都很感興趣,但對照班的學生課外不會再花時間搜集生物科學史方面的相關(guān)資料,結(jié)果還發(fā)現(xiàn),對照班學生更偏向于記住科學知識而不是理解科學方法,他們更愿意接受知識的學習,至于方法學習及運用,就比較薄弱。最后,本文從HPS教學模式的局限性以及在應用中碰見的問題出發(fā),提出了幾點粗淺的建議,同時指明了本實驗以后還需要做的一些具體工作。
[Abstract]:On the basis of summarizing the practical experience of science education over the years, Meng Ke and Monk Osborne,1997, famous British science educationists, put forward the history of science, drawing lessons from the latest constructivism learning theory. The relevant contents of philosophy of science are integrated into the new teaching mode of science curriculum, that is, HPS teaching mode. HPS was originally the abbreviation of "History of Science and philosophy of Science", but in recent years some scientific education experts have included sociology of science into it. Thus, HPS became the acronym of "History of Science, philosophy of Science and Sociology of Science" (History, Philosophy and Sociology of Science). The key of the union of teaching and science education is to question and explore the essence of science, which is also the core of HPS education. At present, the research on the application of HPS teaching mode in biology discipline is rather scattered and not systematic enough. This paper chooses the application of HPS teaching mode in the history of science education of biology compulsory 2 in senior high school. In order to provide practical support for the implementation of HPS curriculum. On the concrete elaboration of this paper, the author draws lessons from the research contents related to HPS model at home and abroad, sums up the corresponding theoretical basis and theoretical system, and combines the characteristics of biology in senior high school and the learning characteristics of students. This paper systematically discusses the application of HPS teaching model in high school biology compulsory 2 history of science education, and provides four cases, namely, "Mendel's experiment with a pair of relative traits" and "genes on chromosomes". "DNA is the main genetic material," the structure of DNA molecules. Finally, a preliminary experimental study on whether the HPS teaching mode can effectively improve the teaching and learning effects is carried out. Two parallel classes are selected, and the single factor experimental group and the control group are used to carry out the teaching experiment with pre-and post-test quasi-experimental mode. Finally, the experimental data were analyzed and the corresponding conclusions were drawn: (1) the average score of the students in the experimental class was 78.59, the proportion of outstanding students was 13.19%, and the average score of the students in the control class was 77.18, the average score of the experimental class was 78.59. The percentage of outstanding students was only 5.63%. According to the analysis of SPSS software, although the average scores of the two classes were not significantly different, the excellence rate of the experimental class was obviously higher than that of the control class. 2 the average score of the experimental class of the self-compiled post-test paper was 67.45,67.45. The average score of the control class was 58.86, analyzed by SPSS software, there were significant differences between the two classes, which showed that the teaching effect of the HPS teaching mode was better than that of the conventional teaching methods. 3 the questionnaire survey showed that the results of the two classes were significantly different. Statistical analysis found that the students in both classes were interested in the history of science in the textbooks and the stories of biological scientists, but the students in the control class did not spend any more time collecting relevant information on the history of biological science after class. The results also show that the students in the control class are more inclined to remember scientific knowledge than to understand scientific methods, and they are more willing to accept the learning of knowledge. As for the learning and application of methods, they are relatively weak. Finally, starting from the limitation of HPS teaching mode and the problems encountered in its application, this paper puts forward some superficial suggestions, and points out some concrete work to be done in the future of this experiment.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
本文編號：2468748
[Abstract]:On the basis of summarizing the practical experience of science education over the years, Meng Ke and Monk Osborne,1997, famous British science educationists, put forward the history of science, drawing lessons from the latest constructivism learning theory. The relevant contents of philosophy of science are integrated into the new teaching mode of science curriculum, that is, HPS teaching mode. HPS was originally the abbreviation of "History of Science and philosophy of Science", but in recent years some scientific education experts have included sociology of science into it. Thus, HPS became the acronym of "History of Science, philosophy of Science and Sociology of Science" (History, Philosophy and Sociology of Science). The key of the union of teaching and science education is to question and explore the essence of science, which is also the core of HPS education. At present, the research on the application of HPS teaching mode in biology discipline is rather scattered and not systematic enough. This paper chooses the application of HPS teaching mode in the history of science education of biology compulsory 2 in senior high school. In order to provide practical support for the implementation of HPS curriculum. On the concrete elaboration of this paper, the author draws lessons from the research contents related to HPS model at home and abroad, sums up the corresponding theoretical basis and theoretical system, and combines the characteristics of biology in senior high school and the learning characteristics of students. This paper systematically discusses the application of HPS teaching model in high school biology compulsory 2 history of science education, and provides four cases, namely, "Mendel's experiment with a pair of relative traits" and "genes on chromosomes". "DNA is the main genetic material," the structure of DNA molecules. Finally, a preliminary experimental study on whether the HPS teaching mode can effectively improve the teaching and learning effects is carried out. Two parallel classes are selected, and the single factor experimental group and the control group are used to carry out the teaching experiment with pre-and post-test quasi-experimental mode. Finally, the experimental data were analyzed and the corresponding conclusions were drawn: (1) the average score of the students in the experimental class was 78.59, the proportion of outstanding students was 13.19%, and the average score of the students in the control class was 77.18, the average score of the experimental class was 78.59. The percentage of outstanding students was only 5.63%. According to the analysis of SPSS software, although the average scores of the two classes were not significantly different, the excellence rate of the experimental class was obviously higher than that of the control class. 2 the average score of the experimental class of the self-compiled post-test paper was 67.45,67.45. The average score of the control class was 58.86, analyzed by SPSS software, there were significant differences between the two classes, which showed that the teaching effect of the HPS teaching mode was better than that of the conventional teaching methods. 3 the questionnaire survey showed that the results of the two classes were significantly different. Statistical analysis found that the students in both classes were interested in the history of science in the textbooks and the stories of biological scientists, but the students in the control class did not spend any more time collecting relevant information on the history of biological science after class. The results also show that the students in the control class are more inclined to remember scientific knowledge than to understand scientific methods, and they are more willing to accept the learning of knowledge. As for the learning and application of methods, they are relatively weak. Finally, starting from the limitation of HPS teaching mode and the problems encountered in its application, this paper puts forward some superficial suggestions, and points out some concrete work to be done in the future of this experiment.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91
【參考文獻】
相關(guān)期刊論文 前1條
1 袁維新;科學史教育的教學價值與教學模式[J];教育科學研究;2004年07期
，本文編號：2468748
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