本文選題：小學(xué)科學(xué)　切入點(diǎn)：科學(xué)學(xué)習(xí)品質(zhì)　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著國(guó)際社會(huì)對(duì)學(xué)習(xí)者終身教育與可持續(xù)發(fā)展這一共識(shí)的達(dá)成、我國(guó)綜合性課程的不斷規(guī)范化發(fā)展,科學(xué)課程成為一門以培養(yǎng)學(xué)生科學(xué)素養(yǎng)、奠定學(xué)生繼續(xù)學(xué)習(xí)與終身發(fā)展基礎(chǔ)為宗旨的義務(wù)教育階段核心課程。學(xué)生是整個(gè)教學(xué)過程的核心,學(xué)生的科學(xué)素養(yǎng)如何達(dá)成,繼續(xù)學(xué)習(xí)與終身發(fā)展的基礎(chǔ)如何奠定,這對(duì)學(xué)生學(xué)習(xí)品質(zhì)提出了要求。學(xué)生的學(xué)習(xí)品質(zhì)指?jìng)�(gè)體在學(xué)習(xí)過程中表現(xiàn)出的相對(duì)穩(wěn)定的心理特征和行為傾向,主要包括學(xué)習(xí)態(tài)度、學(xué)習(xí)行為、學(xué)習(xí)能力三個(gè)方面。學(xué)習(xí)品質(zhì)指向的并非是某些具體的知識(shí)、技能或是方法,而是指向?qū)W習(xí)個(gè)體如何獲得這些知識(shí)、技能和方法。而學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的維持與發(fā)展需要通過一定的途徑與手段來實(shí)現(xiàn),教師在科學(xué)教學(xué)過程中采取的支持方式、內(nèi)容等會(huì)直接影響科學(xué)教學(xué)活動(dòng)的質(zhì)量,進(jìn)而影響學(xué)生學(xué)習(xí)品質(zhì)、科學(xué)素養(yǎng)乃至整個(gè)學(xué)習(xí)活動(dòng)�；诖�,了解實(shí)際科學(xué)教學(xué)活動(dòng)中教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的支持行為并對(duì)其進(jìn)行研究,有助于科學(xué)教育教學(xué)目標(biāo)的實(shí)現(xiàn),對(duì)學(xué)生、對(duì)教師,乃至學(xué)校和社會(huì)的發(fā)展都具有重要意義。本研究采用觀察法、隨機(jī)訪談法等方法,通過目的性抽樣選取了三所不同發(fā)展特色與水平的小學(xué),對(duì)科學(xué)教學(xué)活動(dòng)中教師有關(guān)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的支持行為現(xiàn)狀進(jìn)行了研究,探討了小學(xué)科學(xué)教學(xué)活動(dòng)中教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為的特點(diǎn)與影響因素,提出了改善、優(yōu)化科學(xué)教師有關(guān)學(xué)習(xí)品質(zhì)支持行為的建議。具體內(nèi)容有以下四部分:一、小學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的結(jié)構(gòu)與要素。通過文獻(xiàn)研究法,厘清學(xué)習(xí)品質(zhì)與科學(xué)學(xué)習(xí)品質(zhì)的概念。結(jié)合已有研究對(duì)學(xué)習(xí)品質(zhì)、學(xué)科學(xué)習(xí)品質(zhì)結(jié)構(gòu)與要素的分析以及一線教師的多次訪談,構(gòu)建小學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的結(jié)構(gòu)與要素。二、小學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的教師支持行為研究方法。根據(jù)小學(xué)生科學(xué)學(xué)習(xí)品質(zhì)是通過個(gè)體行為表現(xiàn)出來的內(nèi)隱的心理過程以及教學(xué)動(dòng)態(tài)性的特征,得出建立小學(xué)生科學(xué)學(xué)習(xí)品質(zhì)行為表征表、教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為表征表以及可操作的觀察記錄表對(duì)小學(xué)科學(xué)教學(xué)過程中教師有關(guān)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的支持行為進(jìn)行記錄,結(jié)合隨機(jī)訪談法對(duì)觀察過程中不清楚的進(jìn)行深入了解,這一系列研究方法切實(shí)可行,有助于全面了解真實(shí)科學(xué)教學(xué)中有關(guān)學(xué)習(xí)品質(zhì)的支持行為,也為接下來的研究奠定了基礎(chǔ)。三、小學(xué)科學(xué)課程中教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為的現(xiàn)狀分析、特點(diǎn)以及影響因素。通過已收集的觀察、訪談內(nèi)容,從教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為的數(shù)量、內(nèi)容、方式三個(gè)維度出發(fā),根據(jù)不同課型、不同年級(jí)以及教師的不同專業(yè)發(fā)展階段進(jìn)行比較分析,發(fā)現(xiàn)教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為呈現(xiàn)出總體支持?jǐn)?shù)量較少、支持內(nèi)容分布不均、常用支持方式較為單一等特點(diǎn)。在此基礎(chǔ)上,以教師內(nèi)外因角度出發(fā),從教師因素、社會(huì)因素、學(xué)校因素、學(xué)生因素等方面分析了教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為的影響。四、促進(jìn)小學(xué)生科學(xué)學(xué)習(xí)品品質(zhì)發(fā)展的支持性策略建議。通過對(duì)小學(xué)科學(xué)教學(xué)活動(dòng)中教師對(duì)學(xué)生學(xué)習(xí)品質(zhì)的觀察與分析,發(fā)現(xiàn)當(dāng)前科學(xué)教學(xué)過程存在的問題與不足。結(jié)合教師對(duì)學(xué)生科學(xué)學(xué)習(xí)品質(zhì)支持行為的特點(diǎn)與影響因素,提出提升教師教育理念,加強(qiáng)教師教育實(shí)踐能力的培養(yǎng),打造校園文化,關(guān)注學(xué)生特色四個(gè)方面的建議,為教師支持學(xué)生科學(xué)學(xué)習(xí)品質(zhì)的發(fā)展提供一些思路。
[Abstract]:Along with the international community of learners of lifelong education and the sustainable development of the consensus reached, continue to standardize the development of comprehensive curriculum in our country, science course has become a door to cultivate students' scientific literacy, students continue to lay the core curriculum of compulsory education and lifelong learning for the purpose of the foundation for the development of students. Is the core of the whole teaching process. How to achieve the scientific literacy of students, learning and lifelong development basis on how to lay this, quality requirements for students' learning. Students' learning quality refers to the psychological characteristics and behavior of relatively stable tendency of individuals in the process of learning, including learning attitude, learning behavior, learning three aspects of learning ability. The quality is not pointing to some specific knowledge, skills or methods, but to learn how to get these individual knowledge, skills and methods. And the students of Science Learning to maintain and develop quality needs through certain ways and means to achieve the teachers take in science teaching in the process of support, the content will directly affect the quality of science teaching activities, thereby affecting the quality of students learning, scientific literacy and the learning activities. Based on this, to understand the teachers' teaching activities for students in science and practical science learning support behavior quality and carries on the research, implementation, contribute to the scientific education goals for students, for teachers, are of great significance and development of school and society. This research adopts the methods of observation, random interviews and other methods, through purposive sampling to select three different characteristics and development level primary school, teachers of science teaching activities on students' science learning support current quality were studied, discussed the teaching activities of students of science teaching in primary school Learn the characteristics and influencing factors of the quality of support, put forward to improve the quality of the science teachers, optimize learning support behavior suggestion. The specific contents of the following four parts: first, the primary scientific study quality structure and elements. Through literature research, clarify the concept of quality and quality of science learning learning. Combined with the existing research on learning quality, learning quality and analysis of structure elements and teachers' interviews, construction of pupils' scientific learning quality structure and elements. In two, the primary scientific learning quality teachers'supporting behavior research methods. According to the primary scientific study quality through the psychological process of implicit individual behavior out and the dynamic characteristics of teaching the establishment of the primary scientific study quality, Behavior Characterization table, teachers of students' scientific quality of learning support and operational behavior characterization table The observation records of the process of science teaching in primary school teachers on students' science learning support behavior quality records, for in-depth understanding is not clear in the observation process with random interviews, a series of research methods is feasible and beneficial to understand the behavior of the real quality of learning support in science teaching, but also lay the basis for the following research. Three, analysis of teachers of primary school science curriculum for students in science learning quality to support the status quo, characteristics and influence factors. Through observation, interviews have been collected from the teachers, the content of students' science learning quantity, quality support, starting in three dimensions, according to the different type of class different grades, as well as the teachers of different professional development stages were compared, found that teachers on students' scientific quality of learning support behavior showed the overall number of support Less support, content distribution is uneven, the commonly used support mode is single and so on. On this basis, the teachers internal and external point of view, from the teaching factors, social factors, school factors, students' factors of teachers on students' scientific quality of learning support behavior. The influence of four pupils, promote science learning quality development the support of strategic recommendations. Through the activities of science teaching in primary school teachers' learning observation and Analysis on the quality of the students, find out the existing problems and shortcomings in the process of scientific teaching. Combined with the teachers on the characteristics and influencing factors of quality to support the students' scientific study, put forward the concept of teacher education, strengthen the training of teachers' ability of teaching practice, build four aspects of campus culture, pay attention to students' characteristics, provide some ideas for the teachers to support the students' scientific qualities of learning and development.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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