【作者】 刘颖；

【导师】 王永胜；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2011， 硕士

【摘要】 科学方法是人类认识自然和改造自然的有效途径,一旦将科学方法内化,不仅有助于科学知识的理解,科学思维的形成,对科学态度和科学精神的养成也有促进作用。科学方法教育增强学生探究能力的同时提高其科学素养,生物学教学应成为科学方法教育的良好载体。我国的科学方法教育工作理论研究较多,实践研究尚处于起步阶段。本文在对科学方法和科学方法教育两个概念进行阐述的基础上,对科学方法教育的理论基础、实施原则与意义进行论述。对《全日制义务教育生物课程标准(实验稿)》以下简称《标准》进行了剖析,找出了《标准》对中学科学方法教育的总体要求。对义务教育阶段教科书(人教版)进行分析和梳理,找出了教科书在科学方法教育方面呈现的特点及教学的侧重点。针对美国科学促进会中学生应当掌握的6种科学方法进行问卷调查,调查结果显示,中学生在分类和找出变量、进行实验两方面掌握的较好:可以根据事物的外部特征进行分类,根据事物的属性进行分类的能力还需提高;能够识别出研究的问题,但进一步确定研究问题进行探究的能力不足。观察和推断两方面掌握的一般:了解科学观察方法,具体应用的能力欠缺;具有推断能力,直觉推断成分占主导,缺乏理性思考。假设和数据处理两方面掌握的不好:学生有一定的假设能力,但能力水平不高,大多不能合理地解释自己所提出的假设,无根据的猜测比重大;对数据的处理多是直觉计算,分析和综合能力比较差,不能深入地考虑问题,得出结论。总体来说,中学生对科学方法有所了解,在具体应用方面有待于进一步的学习和训练。在对中学生物学教师的访谈中了解到,目前科学方法教育工作在教学实践中尚处于尝试阶段,与调查结果具有一致性。通过研究一线教师在科学方法教育方面的成功案例,探讨了科学方法教育的策略。总结课改后教科书和教学实践,提出了几点建议。教科书编写方面:内容的编排应符合知识内容上的逻辑性;内容的呈现形式要符合青少年心理特点,具有多样化;适当编排科学方法训练的习题。教学实践方面:教师的教学方法多元化;重视探究活动,注重方法与能力的培养;重视学生的主体性及参与的有效性。更多还原

【Abstract】 Scientific method is a effective way to understand and convert nature,if you internalized the scientific method, which contribute to not only the mastery of scientific knowledge and the formation of scientific thinking,but also scientific attitude and scientific spirit. Therefore,carrying out education of scientific method can promote scientific literacy and competence in inquiry. Biology teaching is the good vehicle for scientific method education.In China, scientific method education focuses on the theory more than practice which is just on the beginning.On the basis of elaborating the scientific method education and scientific method,this paper significantly discusses the theory and principles of science education,and analysises the standard of secondary education (trial version) and the new curriculum materials(PEP) , through which we find out the basis and the carrier of scientific education. In addition, the author conduct a survey for 6 kinds of scientific method of middle school students should mast.The survey showed on middle school students to master the scientific method in the general level of overall, the ability of the classsification and find out the variables to test are in a good level: they can find out variables, but deep research is shortage; They can classify on the basis of external characteristics, can not according to nature .In the observation and inference are general: they kown what is Scientific observations, application of less power-hungry, have inference capability, intuition infer that component dominates, lack of rational thinking. In count and presume not well: students have a certain hypothesis ability, but ability level is not high, mostly not reasonable explain his proposed hypotheses, no according to speculative, it is more significant than by intuition thinking of data processing, is more surface observation, analysis and comprehensive ability quite bad, not thorough analysis problem, draw the conclusion. In short, there is considerable deficiencies where students study and use of scientific methods. Besides, in several interviews with school biology teachers understand the current teaching practices in science education is in the stage of trying. Which has the consistency with the results of the survey. Summarize the-first-line teachers how to teach the scientific method and a number of successful cases and literature, summe up the scientific method by explore experiments, skills training and teaching the history of science education. In the end, summarize curriculum materials and teaching practice, the author bring forward some recommended for textbook and teaching practice. On textbook writing:The compilation of the teaching material should comply with the knowledge content logic; The psychological characteristics, with teenagers content to present the form diversification; Proper layout education problem about scientific method; On teaching practice:Teaching methods diversity; Pay attention to the inquiry activity, in which foster the method and ability;Focus on student’s subjectivity and participate in effectiveness.更多还原