【作者】 龚明月；

【导师】 袁朝辉；

【作者基本信息】 华东师范大学 ， 教育， 2006， 硕士

【摘要】 培养学生分析、解决问题的能力，是新课改下生物教育的主要目的之一。在课堂上，教师提供示范性样例，是否可以提高学生生物问题解决技能和思维能力，且如何选取恰当的方式呈现样例，促进学生的生物问题解决，更是一个具有实践意义的问题。 本研究以现代认知心理学和信息加工理论为理论指导，探究了样例教学在生物学科教学中的适应性效果，以及渐减样例对生物问题解决的影响。其主要目的是为了探索样例教学与渐减样例是否对生物问题存在积极的影响。 实验的自变量是不同层次的学生(优秀／中等／困难)、教学方法(样例教学／常规教学)和样例(渐减样例与／配对样例)，实验的应变量是后测成绩。 实验选取某示范高中高二年级理科班96名为样本，分别在同年级的两个平行班采用不同的教学方法，学习有关“某个体某种表现型概率的计算”，最后解决同样的后测问题。再在同样的示范高中高二年级理科班选取90名为样本，分别在同年级的两个平行班采用不同的样例与问题连结呈现方式，学习有关“基因频率与基因型频率的计算”，最后解决同样的后测问题。 实验结果表明：①样例教学较之常规教学更能促进学生的生物问题解决，且这种效果在中等生的身上表现得最为突出。②样例学习中问题和样例联结呈现方式中，渐减样例比配对样例更能有效的促进近迁移和远迁移生物问题的解决，也是反映在低、中等生身上尤为明显。更多还原

【Abstract】 Directed by the theory of Cognitive Psychology and Information Processing Theory ,The author has explored the practical effectiveness of learning biology from worked examples and has investigated the effect of Fading Worked-out Example on the biology problem solving in senior high school. The main objective of this study was to investigate if there was an positive effect on the biology problem solving when availability of learning biology from worked examples and Fading Worked-out Example.The independent variables of this study were graded on mark student (good/average/poor), teaching (learning biology from worked examples/conventional teaching), worked-out (Fading Worked-out Example/Example-problem pairs). The dependent variable of this study was the result of an immediate posttest.Ninety-eight high school students studied the calculation on the same topic of Phenotype Probability in biology according to the different teaching . And ninety high school students studied the calculation on the same topic of Gene Frequency in biology according to the different examplesThe result showed that Learning from example was more effective than conventional teaching on the Biology problem solving , and Back-fading Worked-out Example was more effective than Example-problem pairs on the Biology problem solving.更多还原