本文選題：量規(guī) + IBL��； 參考：《華中師范大學》2017年碩士論文

【摘要】：《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020)》明確提出探究性學習的重要性。同時,《全日制義務教育科學課程標準(3-6)年級》中提出,科學學習要以探究為本。學生學習科學要親身實踐,動手探究,在實踐中探究,在探究中學習。如今,實踐探究能力已經(jīng)成為國家培養(yǎng)人才的一項重要指標。培養(yǎng)科學探究能力對提高公民的科學素養(yǎng),國家培育創(chuàng)新人才尤為重要。現(xiàn)階段我國小學開展探究性學習是提高中小學生科學素養(yǎng)最有效的途徑。以往研究表明,量規(guī)既可作為評價工具可以使學生自評又能實現(xiàn)同伴互評,同時又作為學習工具,為學生的學習搭建“腳手架”,可以有效的提高學生的學習成效。而探究性學習充分發(fā)揮學生的主體作用,學生親自實踐通過“做中學”構建新知識。因此,本研究依托“基于APT教學模型的智慧教室創(chuàng)新應用”項目,設計了基于量規(guī)的IBL教學模式,以華中師范大學附屬小學5年級(3)班60名學生作為研究對象,采用準實驗研究法,結合了問卷調查、訪談法、課堂觀察等方法,全面探討了該教學模式對小學生科學探究能力、學業(yè)成績、科學學習動機以及認知負荷等方面的影響。根據(jù)本研究的實證調查數(shù)據(jù)及分析結果,本研究的主要結論如下:(1)從前后測試題成績來看,基于量規(guī)的IBL教學學生學習成績有顯著的積極影響,尤其表現(xiàn)在學生實驗探究題和簡答題的成績。(2)從學生的實驗記錄單、觀察者的觀察量表以及學生探究能力評價量規(guī)的數(shù)據(jù)結合分析的結果可以得出,基于量規(guī)的IBL教學模式可以提高觀察記錄、得出結論的能力。(3)從學生調查問卷數(shù)據(jù)分析的結果看,在基于量規(guī)的IBL教學模式下,實驗組與控制組的學生在學習動機方面不存在顯著差異,但兩個組學生的學習動機均較高。(4)通過分析認知負荷調查問卷的數(shù)據(jù)得到基于量規(guī)的IBL教學加重了學生的認知負荷,量規(guī)的運用增加了學生的學業(yè)負擔。
[Abstract]:The outline of the National medium and long term Education Reform and Development Plan 2010-2020 > clearly points out the importance of inquiry learning. At the same time, in Grade 3-6 of the Science Curriculum Standard for Full-time compulsory Education, it is suggested that scientific study should be based on inquiry. Students should practice, explore in practice and learn in inquiry. Nowadays, the practical inquiry ability has become an important index for the country to train talents. It is very important to cultivate the ability of scientific inquiry to improve the citizen's scientific accomplishment and to cultivate innovative talents. At present, inquiry learning in primary schools is the most effective way to improve the scientific literacy of primary and middle school students. Previous studies have shown that the gauge can be used not only as an evaluation tool but also as a learning tool to set up scaffolding for students' learning, which can effectively improve the students' learning effectiveness. Inquiry learning gives full play to the main role of students, and students themselves practice the construction of new knowledge through "learning by doing". Therefore, based on the "innovative application of wisdom classroom based on apt teaching model", this study designed an IBL teaching model based on gauge, and took 60 students in Grade 3 of Grade 5 of Central China normal University as the research objects. By means of quasi-experimental research, questionnaire survey, interview and classroom observation, the effects of this teaching model on pupils' scientific inquiry ability, academic achievement, scientific learning motivation and cognitive load were discussed in an all-round way. According to the empirical investigation data and analysis results of this study, the main conclusions of this study are as follows: 1) from the point of view of the results of the test questions before and after, the results of IBL teaching students based on gauge have a significant positive effect. The results can be obtained from the student's experimental record sheet, the observer's observation scale and the data of the student's inquiry ability evaluation gauge, especially in the scores of the students' experimental inquiry questions and the short answer questions. IBL teaching model based on gauge can improve observation record and draw conclusion. (3) from the result of data analysis of student questionnaire, under the IBL teaching mode based on gauge, There was no significant difference in learning motivation between the experimental group and the control group, but the learning motivation of the two groups was higher. 4) by analyzing the data of cognitive load questionnaire, IBL teaching based on gauge increased the students' cognitive load. The application of the gauge increases the student's academic burden.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.6

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