【作者】 王亚丽；

【导师】 哈斯巴根；

【作者基本信息】 内蒙古师范大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 生命科学史是关于生命科学发生发展历程的系统性描述,不仅反映科学知识发生、发展、系统化的进程,展现科学方法的应用和改进,而且蕴含了丰富的科学思想、科学精神、科学价值观。近年来,运用生命科学史开展教学活动已经在国内外教育界达成共识,我国《高中生物课程标准》一个明显的变化就是对生命科学史教育价值的认同,明确了开展生命科学史教学的课程目标、实施建议、课程资源开发建议,生命科学史资源的完善与否是有效开展生命科学史教学、提高生物科学素养的关键。本研究以人教版高中生物《分子与细胞》模块为例,基于生命科学史课程资源的现状和需求,提出了生命科学史课程资源的编排和开发建议。论文主要包括以下内容:一是采用内容分析法,以科学家为主线,对现行人教版高中生物教材《分子与细胞》模块中的科学史资料进行了定性、定量分析,发现教材中的科学史资料在科学家数量、科学史呈现方式、编写意图方面都有所改进,但是科学史内容仍较匮乏、零散不完整,有待进一步丰富和完善。二是采用问卷调查法对一线教师和高一学生进行了生命科学史教育价值认同度和科学史资源需求度等问题进行了调查,结果表明:(1)教师和学生对生命科学史教育价值的认同度普遍较高,95.3%的教师认为生命科学史教育有助于学生知识的理解、科研方法的学习、探究能力的培养,65.6%的学生关注科学史内容的学习,且82.6%的学生认为科学史可以提升学习兴趣;(2)有过半数的教师对教材中的科学史持满意态度,但许多教师认为教材中的科学史内容有待进一步完善;(3)教师获取科学史资料的主要途径依次是网络、教材、教学参考书,但多数教师认为网络资源可靠性低,教材和教学参考书资料零散,教材中的科学史资源不能满足一线教师的需求;(4)师生对教材中科学史资料的需求度均较高,并集中体现在有关科学研究的过程、方法、设计思路方面,教师和学生的需求度分别为87.0%和81.8%。三是结合《分子与细胞》模块的教材特点和不足、师生对生命科学史资源的需求情况,以高中生物课程标准为依据,以高中生的心理特征和认知程度为出发点,以科学家为主线、教材中的内容为基本单位总结了相关的生命科学史课程资源编排建议,整理了《分子与细胞》模块的科学史资料,建立了生命科学史资源库。研究结果不仅为教材中相关科学史资料的编写、一线教师的教学活动提供可靠的资料,还有利于生命科学史教育价值的深入挖掘。更多还原

【Abstract】 As the systematic description of the life science development progress, life science history not only reflects the progress of scientific knowledge, development and systematization, but also contains abundant science ideology, scientific spirit and scientific values. In recent years, it has been reached a consensus applying the life science history to carry out teaching activities. An obvious change in our High school Biology Curriculum Standard is to identify the value of life science history education, to define the curriculum objectives, implementing proposals and suggestions of curriculum resources development of the history of life science. The comprehensive life science history resource is the key to carry out the life science history teaching and to promote biology science literacy.This study takes Molecule and Cell which edited by PEP as an example, based on the current situation and necessity of science history curriculum resource, offers proposals of arrangement and development of the science history curriculum resource. The main contents are as follows: Firstly, the science history materials from the model of Molecule and Cell are analyzed using the method of content analysis and following scientists as the main line, and found out that there is progress in the science history data about the scientists number, stimuli-presenting mode of science history and writing intentions. However, the science history is still short of content, scattered as well as incomplete and remains to be enriched and to be completed. Secondly, the questionnaire method is used to research the recognition and demands of biology history resources of high school biology teachers and students. The results show that(1) Teachers and students have a high recognition degree of the life science history’s education degree, in which 95.3% of the teachers regard life science history education as a better way to promote students’ knowledge understanding, scientific research method’s study and scientific inquiry ability. 65.6% of the students pay close attention to the science history content study and 82.6% of the students think it helps to raise study interest.(2) Over half of the teachers are satisfied with science history content in the teaching materials but still many of them think it remains to be promoted.(3) The main ways for the teachers to maintain science history resource are through network, teaching materials or reference books. However, most of the teachers think the network resource unreliable and teaching materials and reference books content scattered. As a result they cannot satisfy the demands of the teachers.(4) Demands of the teachers and students for the science history in the teaching materials is commonly high, particularly reflected in the progress, method and design thought of scientific research. The demand percentage for teachers is 87.0%, while for students is 81.8%. Thirdly, science history data are sorted out, the life science history resource pool is established following scientists as the main line, and suggestions of relative life science history curriculum resource arrangements are summarized, combined with the characteristics and shortage of Molecule and Cell module and the demands of teachers and students for the science history resource. The results not only can provide reliable science history data for compiling the textbook and teaching activities, but also to benefit for exploiting the life science historical education value.更多还原