義務教育階段（7～9年級）生物學關鍵能力框架初探
發(fā)布時間：2018-10-15 08:01
【摘要】：20世紀以來,隨著課程體系改革的不斷推進,國際社會越來越關注學生的發(fā)展,重視學生適應現(xiàn)代社會所需的關鍵能力的培養(yǎng),強調學生各學科關鍵能力的提升。而生物學科作為一門研究生命現(xiàn)象和生物活動規(guī)律的科學學科,是學校教育與學生科學素養(yǎng)養(yǎng)成過程中不可或缺的重要內容,其相應的學科關鍵能力的研究在相關研究中具有不可替代的個性化價值。本文以文獻分析法、問卷調查法以及訪談調查法(含集體訪談與個別訪談)等多種方法相結合的研究方式,探索初中生通過生物學科的學習應具備的有益于其終身發(fā)展的生物學關鍵能力。研究從文獻出發(fā),通過對關鍵能力研究歷史的分析界定生物學關鍵能力的內涵。再參考國內外有關課程標準以及關于初中生物學科與科學學科關鍵能力的研究,選出20項初中生物學關鍵能力一級指標的備選項,并通過對專家小組的集體訪談提煉指標,結合一線教師對所提煉指標的認同度調查,確定5項初中生物學關鍵能力一級指標:生物學知識建構,生物學實踐,科學思維,數(shù)據(jù)處理及分析,生物學模型的理解、建立與應用。同時,明確各指標的特征,并梳理其相互間的邏輯關系。在一級指標的基礎上,分析文獻收集各項一級指標所包含的次位內容,并以生物學科理論和社會發(fā)展需求為依據(jù)歸納這些次位內容,進而根據(jù)對專家小組與一線教師的調查結果修改以上內容,得到13項初中生物學關鍵能力二級指標。最后,參考SOLO分類理論強調的認知發(fā)展規(guī)律,將二級指標的內容描述為學生具體行為表現(xiàn)(分“不合格”、“合格”、“良好”、“優(yōu)秀”四級水平)。以此為內容編制問卷,調查初中生物教師對以上分類的認同程度,并針對有爭議的部分對專家進行個別訪談,確定52項初中生物學關鍵能力三級指標。最終形成一套含三級指標的義務教育階段(7～9年級)生物學關鍵能力框架,為初中學段生物學科學業(yè)質量監(jiān)測工具的研發(fā)提供理論依據(jù),也為初中學段生物一線教學提供支持。
[Abstract]:Since the 20th century, with the continuous development of curriculum system reform, the international community has paid more and more attention to the development of students, to the cultivation of students' critical ability to adapt to modern society, and to the enhancement of students' key abilities in various disciplines. Biology, as a scientific discipline which studies the phenomena of life and the law of biological activities, is an indispensable and important content in the process of school education and the cultivation of students' scientific literacy. The research on the key ability of its discipline has the irreplaceable individuation value in the related research. In this paper, literature analysis, questionnaire survey and interview survey (including group interviews and individual interviews) are used to combine various research methods. This paper explores the key biological abilities of junior high school students which are beneficial to their lifelong development through the study of biology. Based on the literature, the research defines the connotation of biological critical competence by analyzing the history of key competence research. Referring to the relevant curriculum standards at home and abroad as well as the research on the key abilities of biology and science in junior high school, we select 20 primary indicators of key biological competence in junior high school, and refine the indicators through group interviews with expert groups. Based on the survey of teachers' identification with the extracted indexes, five primary indexes of biological key competence in junior high school were determined: biological knowledge construction, biological practice, scientific thinking, data processing and analysis, understanding of biological models, Establishment and application. At the same time, the characteristics of the indicators are clarified and their logical relationships are sorted out. On the basis of the first-level indicators, this paper analyzes the sub-contents contained in the literature collection of first-level indicators, and sums up these sub-contents based on the theory of biology and the needs of social development. According to the investigation results of the expert group and the first-line teachers, the above contents are revised, and 13 secondary indexes of key biological competence in junior high school are obtained. Finally, referring to the rules of cognitive development emphasized by SOLO's classification theory, the content of the secondary index is described as the students' specific behavior performance ("substandard", "good", "excellent" level 4). Based on the questionnaire, the author investigated the recognition degree of biology teachers in junior high school to the above classification, and conducted individual interviews with experts for the controversial part, and determined 52 key biological competence indicators of junior high school. Finally, a set of framework of biology key competence in compulsory education stage (Grade 7 ~ 9) with three levels of indicators is formed, which provides theoretical basis for the research and development of quality monitoring tools for biology science industry in junior middle school. It also provides support for biology teaching in junior middle school.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
本文編號：2271875
[Abstract]:Since the 20th century, with the continuous development of curriculum system reform, the international community has paid more and more attention to the development of students, to the cultivation of students' critical ability to adapt to modern society, and to the enhancement of students' key abilities in various disciplines. Biology, as a scientific discipline which studies the phenomena of life and the law of biological activities, is an indispensable and important content in the process of school education and the cultivation of students' scientific literacy. The research on the key ability of its discipline has the irreplaceable individuation value in the related research. In this paper, literature analysis, questionnaire survey and interview survey (including group interviews and individual interviews) are used to combine various research methods. This paper explores the key biological abilities of junior high school students which are beneficial to their lifelong development through the study of biology. Based on the literature, the research defines the connotation of biological critical competence by analyzing the history of key competence research. Referring to the relevant curriculum standards at home and abroad as well as the research on the key abilities of biology and science in junior high school, we select 20 primary indicators of key biological competence in junior high school, and refine the indicators through group interviews with expert groups. Based on the survey of teachers' identification with the extracted indexes, five primary indexes of biological key competence in junior high school were determined: biological knowledge construction, biological practice, scientific thinking, data processing and analysis, understanding of biological models, Establishment and application. At the same time, the characteristics of the indicators are clarified and their logical relationships are sorted out. On the basis of the first-level indicators, this paper analyzes the sub-contents contained in the literature collection of first-level indicators, and sums up these sub-contents based on the theory of biology and the needs of social development. According to the investigation results of the expert group and the first-line teachers, the above contents are revised, and 13 secondary indexes of key biological competence in junior high school are obtained. Finally, referring to the rules of cognitive development emphasized by SOLO's classification theory, the content of the secondary index is described as the students' specific behavior performance ("substandard", "good", "excellent" level 4). Based on the questionnaire, the author investigated the recognition degree of biology teachers in junior high school to the above classification, and conducted individual interviews with experts for the controversial part, and determined 52 key biological competence indicators of junior high school. Finally, a set of framework of biology key competence in compulsory education stage (Grade 7 ~ 9) with three levels of indicators is formed, which provides theoretical basis for the research and development of quality monitoring tools for biology science industry in junior middle school. It also provides support for biology teaching in junior middle school.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.91
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，本文編號：2271875
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