本文選題：科學態(tài)度 + 影響因素　； 參考：《西南大學》2017年博士論文

【摘要】：現(xiàn)實中存在此矛盾:一方面,科學技術在社會發(fā)展中的作用力越來越大;另一方面,民族地區(qū)的科技人才緊缺、民眾科學素養(yǎng)低下、傳統(tǒng)科技消亡越來越凸顯。此矛盾還體現(xiàn)在民族地區(qū)中小學的科學教育中,體現(xiàn)在民族地區(qū)中小學生的科學態(tài)度上,使得民族地區(qū)中小學生的科學態(tài)度受到關注。而已有研究對民族地區(qū)中小學生科學態(tài)度特點及形成機理的探究尚不夠深入。因此,對民族地區(qū)中小學生科學態(tài)度及其影響因素的研究具有一定的意義。圍繞民族地區(qū)中小學生科學態(tài)度的主題,本研究開展了三方面的研究工作:研究一,通過調(diào)查法了解西南民族地區(qū)中小學生科學態(tài)度的狀況。梳理歸納已有的研究成果,提出科學態(tài)度應包括“對科學的態(tài)度”及“科學的態(tài)度”。前者指對“科學”這一對象的態(tài)度,后者指對某對象形成態(tài)度過程的科學性,兩者共含16個維度。依照此維度,運用李克特5級量表法編制量表,經(jīng)過初測、矯正和修訂,得到信效度符合要求的西南民族地區(qū)中小學生科學態(tài)度測量問卷。采用分層抽樣的方法在西南民族地區(qū)7個市(州)抽取中小學生樣本,得到3920個有效樣本。使用SPSS17.0統(tǒng)計軟件對數(shù)據(jù)進行統(tǒng)計與分析,得出以下結論:(1)西南民族地區(qū)中小學生科學態(tài)度總體得分為3.51分(設定最高分為5分,最低分為1分);(2)西南民族地區(qū)少數(shù)民族學生與漢族學生之間、少數(shù)民族聚集地學生與漢族地區(qū)學生之間的科學態(tài)度總體表現(xiàn)無顯著差異;但少數(shù)民族學生在“對科學議題的情感”、“從事科學事業(yè)的傾向”、“質(zhì)疑的習慣”、“客觀”、“不迷信權威”維度上的表現(xiàn)優(yōu)于漢族學生,少數(shù)民族聚集地學生在“對科學議題的情感”、“客觀”維度上的表現(xiàn)優(yōu)于漢族地區(qū)學生;(3)西南民族地區(qū)小學生與中學生的科學態(tài)度有顯著差異,而初中生與高中生之間無顯著差異;學生在“對科學知識的認知”、“對科學價值的認知”維度上的表現(xiàn)隨著學習階段的晉升而提高,但在“對科學議題的情感”、“對科學家的情感”、“對科學教學的情感”、“從事科學事業(yè)的傾向”維度上的表現(xiàn)卻隨著學習階段的晉升而降低。研究二,通過調(diào)查法與結構方程模型分析法探究西南民族地區(qū)中小學生科學態(tài)度的影響因素及各影響因素作用力的大小、方向與路徑。采用文獻梳理、問卷調(diào)查、田野調(diào)查相結合的方法提取西南民族地區(qū)中小學生科學態(tài)度的影響因素,并結合科學態(tài)度測量量表,形成西南民族地區(qū)中小學生科學態(tài)度及其影響因素調(diào)查問卷。在西南民族地區(qū)抽取3920個有效樣本進行調(diào)查,運用結構方程模型分析工具AMOS17.0對收集的數(shù)據(jù)進行處理,構建了西南民族地區(qū)中小學生科學態(tài)度影響因素的結構方程模型,并得出結論:(1)“人文環(huán)境”與“學校教育”是相互關聯(lián)的初級自變量,二者直接影響著科學態(tài)度;“對科學的態(tài)度”還直接影響著“科學的態(tài)度”;(2)“人文環(huán)境”對“科學的態(tài)度”有正向大效果的作用,但對“對科學的態(tài)度”卻有負向小效果的作用;(3)“學校教育”對“對科學的態(tài)度”有正向大效果的作用,但對“科學的態(tài)度”卻有負向小效果的作用;(4)少數(shù)民族學生群體中的科學態(tài)度具有更強的不穩(wěn)定性,少數(shù)民族學生對“人文環(huán)境”與“學校教育”因素的反應比漢族學生的反應更強烈;(5)相比于“人文環(huán)境”,“學校教育”因素在中小學生科學態(tài)度的發(fā)展中具有更強的主動性。研究三,在研究一與研究二的基礎上,結合民族地區(qū)獨特環(huán)境的分析,提出民族地區(qū)科學教育的發(fā)展路向。調(diào)查研究的結果表明,西南民族地區(qū)中小學生科學教育在提升學生“科學的態(tài)度”的同時,卻降低了學生“對科學的態(tài)度”,而中小學生科學態(tài)度受“人文環(huán)境”與“學校教育”的共同作用。故在具有獨特人文環(huán)境的民族地區(qū),科學教育應從教育“人”性的回歸和科學“文化”性的回歸開始,關注民族地區(qū)學生的文化背景,主動融入當?shù)氐沫h(huán)境。具體而言:在培養(yǎng)目標上,走“本土化”的道路,在完成國家規(guī)定課程目標的基礎上,要體現(xiàn)本地區(qū)與本民族的現(xiàn)實要求;在課程與教學上,走“多元化”的道路,在課程內(nèi)容的設置、教師文化素養(yǎng)、教學策略的選擇上,避免統(tǒng)一的標準和要求,要與自身的自然和人文環(huán)境相協(xié)調(diào)。本研究在西南民族地區(qū)調(diào)查的基礎上,探討西南民族地區(qū)中小學生科學態(tài)度及其影響因素,提出民族地區(qū)的科學教育應樹立關注教育之“人”性與科學之“文化”性的理念。此理念為處理民族地區(qū)現(xiàn)代科學技術與傳統(tǒng)民族文化關系的問題提供了思路,也為發(fā)展民族地區(qū)教育提供了方向。但科學態(tài)度的形成與發(fā)展是一個諸多因素共同影響的復雜過程,本研究的測評工具尚有不足、比較樣本還不夠、所構建的模型及結論也需要更多的理論修正和實踐檢驗�，F(xiàn)代科學技術與民族傳統(tǒng)文化在學校教育以及民族地區(qū)學生“腦子”中的沖突與融合問題值得進一步研究和探討。
[Abstract]:In reality, there are such contradictions: on the one hand, the force of science and technology in social development is becoming more and more powerful; on the other hand, the shortage of scientific and technological talents in ethnic areas, the low scientific literacy of the people and the extinction of traditional science and technology are becoming more and more prominent. In the attitude, the scientific attitude of primary and middle school students in ethnic areas is concerned. The research on the scientific attitude and formation mechanism of primary and middle school students in ethnic areas is not deep enough. Therefore, the research on the scientific attitude and influencing factors of primary and middle school students in ethnic areas is of certain significance. Three aspects of the research work are carried out in this study. First, through the investigation, the scientific attitude of primary and middle school students in the southwest ethnic regions is understood. The existing research results are summarized and the scientific attitude should include "the attitude towards science" and "the degree of science". The former refers to the attitude of "science". The latter refers to the scientific nature of the process of forming an attitude towards a certain object, and there are 16 dimensions in the two. According to this dimension, the Li Ke special 5 scale scale is used to compile the scale, after the initial survey, correction and revision, the scientific attitude survey of the primary and middle school students in the southwest ethnic region is obtained. The method of stratified sampling is 7 in the southwest ethnic region. The city (state) sampled the sample of primary and middle school students and got 3920 effective samples. Using the SPSS17.0 statistical software to make statistics and analysis, the following conclusions were obtained: (1) the overall score of the scientific attitude of primary and middle school students in the southwest minority areas was 3.51 (the highest score was 5, the lowest was 1), and (2) the minority nationality students in the southwest minority areas and the Han students. There is no significant difference in scientific attitude between the students of ethnic minorities and the students in the Han region. However, the minority students are better than the Han students and ethnic minorities in the "emotion of scientific issues", "the tendency to engage in science", "the habit of questioning", "objectivity" and "the power of no superstition". The students in the gathering place are better than the Han students in the "emotion to science issues" and "objective" dimensions. (3) there is a significant difference in the scientific attitude between the pupils and the middle school students in the southwest minority areas, but there is no significant difference between the junior high school students and the high school students; the students' cognition of the knowledge of science and the cognition of the scientific value is the dimension of the students. The performance increases with the promotion of the learning stage, but the expression on "the emotion of scientific issues", "the emotion for scientists", "the emotion of science teaching", "the tendency to engage in science" is reduced with the promotion of the learning stage. Study two, through investigation and structural equation model analysis The influence factors of the scientific attitude of primary and middle school students in the southwest minority areas and the size, direction and path of the influence factors, the influence factors of the scientific attitude of the primary and middle school students in the southwest ethnic areas are extracted by the methods of literature review, questionnaire investigation and field investigation, and the scientific attitude measurement scale is combined to form the southwest ethnic region. The questionnaire of primary school students' scientific attitude and its influencing factors. In the southwest ethnic region, 3920 effective samples were sampled, and the data collected by the structural equation model analysis tool AMOS17.0 were processed, and the structural equation model of the influencing factors of the scientific attitude of primary and middle school students in the southwest ethnic areas was constructed, and the conclusions were as follows: (1) "humanity" The "environment" and "school education" are interrelated primary independent variables, the two directly affect the scientific attitude; "the attitude towards science" also directly affects the "scientific attitude"; (2) the "humanistic environment" has a positive effect on the "scientific attitude", but has a negative effect on the "attitude towards science"; (3) "School education" has a positive effect on the "attitude towards science", but it has a negative effect on the "scientific attitude"; (4) the scientific attitude of the minority students is more unstable, and the minority students respond to the "humanistic environment" and "school education" factors than the Han Students. The response is more intense; (5) compared to the "humanistic environment", the "school education" factor has a stronger initiative in the development of the scientific attitude of the primary and middle school students. Study three, on the basis of the study one and the study two, and the analysis of the unique environment of the ethnic regions, the development direction of science education in ethnic regions is put forward. The science education of primary and middle school students in the southern minority areas, while promoting the students' "scientific attitude", has reduced the students' attitude to science, and the scientific attitude of primary and middle school students is influenced by the "humanistic environment" and "school education". Therefore, the education of Science should be "human" in the people's region with unique humanistic environment. The return and scientific "culture" return to the beginning, pay attention to the cultural background of the students in ethnic areas and actively integrate into the local environment. On the basis of the setting of curriculum content, teachers' cultural accomplishment and the selection of teaching strategies, the road of "Yuan Chemical" should avoid unified standards and requirements, and coordinate with their own natural and humanistic environment. On the basis of the investigation of southwest ethnic areas, this study explores the scientific attitude and influencing factors of primary school students in the southwest ethnic areas, and puts forward the ethnic areas. The concept of "human" and "culture" of education should be set up in scientific education. This idea provides a way of thinking for dealing with the relationship between modern science and technology and traditional ethnic culture in ethnic areas, and also provides a direction for the development of education in ethnic areas. The evaluation tools of this study are still inadequate, and the comparative samples are not enough. The models and conclusions that are constructed also need more theoretical correction and practical test. The conflict and integration of modern science and technology and national traditional culture in school education and the "brain" of students in ethnic areas should be further studied and discussed.

【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G752
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本文編號：1807935