【作者】 罗静；

【导师】 邓洪平； 唐吉耀；

【作者基本信息】 西南大学 ， 学科教学（生物）（专业学位）， 2022， 硕士

【摘要】 2014年,教育部发布《关于全面深化课程改革落实立德树人根本任务的意见》文件,高度重视学生核心素养的培养与发展。随着核心素养热潮的掀起,很多学者对核心素养展开了研究。阅读相关文献后,发现关于生物学科学思维现状调查的文献屈指可数。科学思维是生物学四大核心素养之一,是指用科学的方法对事物进行分析、综合、概括和应用,以探索新知、获得技能,养成习惯的必备品格和关键能力。川渝地区的初中生在生物学科学思维能力上的水平如何尚不明确,甚至未有研究者对此进行调查。采用问卷调查法,对川渝地区不同地域位置、不同层次结构的20所初中学校部分学生和生物教师展开调查,了解初中学生科学思维的现状和教师在培养生物学科学思维中的情况以及存在的问题。通过查阅文献,了解培养科学思维的教学策略,并结合现状调查的问题展开基于科学思维培养的教育教学实践,进一步提出相关教学建议。现状调查结果如下:在学生方面:(1)川渝地区初中生的科学思维整体水平处于合格与一般之间。除了创造性思维能力处于一般水平外,其余的四个方面的能力均处于合格水平;(2)川渝地区的初中生对归纳概括、演绎推理等具有一定的认识,但是并没有形成相关的习惯,与之对应的能力就更加薄弱。(3)川渝地区初中生的科学思维能力在性别上没有显著的差异,但是科学思维的能力会受到年级、学校类型以及学校所在区域的影响。在教师方面:(1)川渝地区的生物教师对生物学科学思维的关注程度比较高,关注途径比较广泛,但是对科学思维内涵的了解程度以及教学策略的了解程度有待提高;(2)川渝地区的生物教师自身的生物学科学思维能力良好,但是批判性与创造性思维稍显薄弱;(3)川渝地区的生物教师在以往的的生物学教学中,对培养科学思维的重视程度高,但是对教材中有关科学思维培养的内容不够明确,在培养过程中也遇到如课时不够、缺乏理论指导等方面的阻碍。教育实践结果如下:(1)通过引导学生观察、对比分析现象或事实并让学生自主表达、讲述所观察到的现象或事实的教学策略可以帮助学生提升“归纳与概括”思维;(2)通过组织学生针对生物学问题展开讨论并亲自进行实验操作以及呈现科学史资料、结合学生的生活经验展开教学的教学策略可以帮助学生提升“演绎与推理”思维;(3)通过展示生物学的实物模型、概念图等以及组织学生合作交流、动手动脑来建立模型的方式在短时间帮助学生提升“模型与建模”思维的效果不显著;(4)通过组织学生查阅资料、开展辩论赛以及给学生提供真实情景、引导学生思考可帮助学生提高“批判性思维”;(5)通过开展特色校本课程、布置形式多样的作业,在短时间帮助学生提升“创造性”思维的效果不显著。结合对调查结果的分析,尝试从学校和教师两个层面提出几点建议。在学校层面上,(1)提供广阔的教学资源;(2)加强教师专业化培训;(3)开展特色校本课程。在教师层面上:(1)提升自我专业能力;(2)加强相关理论学习;(3)布置多元化作业。更多还原

【Abstract】 In 2014,the Ministry of Education issued the document "The Significance of Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide and Shuren",which attaches great importance to the cultivation and development of students’ core literacy.With the upsurge of core literacy,many scholars have conducted research on the core literacy of disciplines.After reading the relevant literature,the author found that there are only a handful of literatures on the investigation of the current situation of biological scientific thinking.Scientific thinking is one of the four core qualities of biology.It refers to the necessary character and key ability to analyze,synthesize,generalize and apply scientific methods to explore new knowledge,acquire skills,and develop habits.The level of junior high school students in Sichuan-Chongqing area in terms of biological scientific thinking ability is still unclear,and no researchers have even investigated this.The author used the questionnaire survey method to investigate some students and biology teachers in 20 junior high schools in different geographical locations and different levels of structure in Sichuan and Chongqing,to understand the current situation of junior high school students’ scientific thinking and teachers’ cultivation of biological scientific thinking.The problem.By consulting the literature,we can understand the teaching strategies for cultivating scientific thinking,and carry out educational and teaching practice based on the cultivation of scientific thinking in combination with the problems of the current situation investigation,and further explore relevant teaching strategies.The results of the current situation survey are as follows: In terms of students:(1)The overall level of scientific thinking of junior high school students in Sichuan-Chongqing area is between qualified and average.In addition to the general level of creative thinking ability,the remaining four aspects of ability are at the qualified level;(2)Junior high school students in Sichuan and Chongqing have a certain understanding of generalization and deductive reasoning,but have not formed related habits.The corresponding ability is even weaker.(3)There is no significant gender difference among junior high school students in Sichuan-Chongqing area,but the ability of scientific thinking will be affected by grade,school type,and the region where the school is located.In terms of teachers:(1)Biology teachers in Sichuan-Chongqing area pay more attention to biological scientific thinking and pay attention to a wide range of ways,but their understanding of the connotation of scientific thinking and teaching strategies needs to be improved;(2)Sichuan The biology teachers in the Chongqing area have good biological scientific thinking ability,but the ability of critical and creative thinking is slightly weak;(3)The biology teachers in the Sichuan-Chongqing area have not paid much attention to the cultivation of scientific thinking in the previous biology teaching.The degree of emphasis is high,but the content of scientific thinking training in the textbook is not clear enough,and obstacles such as insufficient class hours and lack of theoretical guidance are encountered in the training process.The results of educational practice are as follows:(1)The teaching strategy of "leading students to observe,compare and analyze phenomena or facts,and allow students to express and tell the observed phenomena or facts independently" can help students improve their thinking ability of "induction and generalization";(2)Through the teaching strategy of "organizing students to discuss biological issues and conduct experimental operations in person,presenting scientific history materials,and teaching based on students’ life experience" can help students improve their "deduction and reasoning" thinking ability;(3)Through The method of "displaying physical models,concept maps,etc.of biology,and organizing students to cooperate and communicate,and build models with hands-on brains" has little effect in helping students to improve their "modeling and modeling" thinking ability in a short period of time;(4)Through "organization" Students consult materials,conduct debate competitions,provide students with real situations,and guide students to think” can help students improve their “critical thinking” ability;(5)The effect of helping students to improve their "creative" thinking ability in a short time by "carrying out characteristic school-based courses and arranging various forms of homework" is not significant;Combined with the analysis of the survey results,the author tries to put forward some suggestions from the two levels of schools and teachers.At the school level:(1)Provide broad teaching resources;(2)Strengthen professional training for teachers;(3)Carry out characteristic school-based courses.At the teacher level:(1)Improve self-professional ability;(2)Strengthen related theoretical learning;(3)Assign diversified homework.更多还原