【作者】 王瑞；

【导师】 谷艳芳； 董旭升；

【作者基本信息】 河南大学 ， 学科教学（生物）（专业学位）， 2016， 硕士

【摘要】 随着大数据时代的到来,如何有效的获取、处理和利用信息是社会对人才的能力要求,也是我国新课程标准的培养目标,更是个人适应社会应具备的基本能力。如何提升人才综合素质是当前教育学领域的研究重点。生物教材为课程目标的达成提供了重要参考依据。对高中教材中所蕴含的实验、模型制作、课外实践等实践活动进行研究表明,学生仍缺乏足够的实践能力和信息获取能力,所以笔者选择“高中生物搜集类实践活动”这一课题进行研究,通过教育实践,探讨此类实践活动对学生实践能力以及信息获取能力的提升价值和意义。在确定了研究的背景、意义与方法的基础上,对国内外相关研究状况进行阐述,最终确立本研究的研究方法和研究内容。研究内容一,学生信息能力调查。结果显示,89%的学生生物学信息主要通过课堂教学获得,学生信息面窄;39%学生不能将所学知识应用于解题;70%的学生不能将知识应用于生活实践;同学之间进行信息交流的频率较低仅有9%;调查的学生中28%的学生从未进行过生物探究的学习(训练);80%学生表示对该活动有很高的期望。对调查问卷的各选项赋值,运用SPSS19.0统计软件对各年级学生信息能力进行显著性分析,高三学生信息能力低于高一学生(p<0.05)。研究内容二,搜集类实践活动在教材中的分布。高中生物教材中搜集类实践活动分为科学方法类、科学应用类和社会问题类,其中科学方法类有4个、应用类10个,社会问题类5个。其中,高一部分有12个,占63%,高二有7个,占37%。科学方法类均分布在必修一,此类实践活动主要是对正确研究方法的学习,主要开展建议是在前人的基础上模仿与创新。科学应用类主要是对生物科技实践应用的案例搜集,而科技是把双刃剑,所以主要开展建议是对经典案例进行多方求证。社会问题类主要分布在必修三,此类实践主要是引发学生对普遍存在的重要社会问题的关注,增强社会责任感,主要开展建议在于激发情感,广泛进行社会调查。研究内容三,实践活动的案例分析。通过案例实施结果来看,学生活动积极性提高,搜集的内容更多,范围更广,对活动成果的表述更加完整,小组配合更加默契,能力目标的完成情况更符合要求。研究结论:开展搜集类实践活动有利于培养学生信息能力与实践能力;搜集类实践活动是生物课程的有机组成成分,有利于整体生物教学目标的达成;转变学生、教师及家长观念,完善学校资源配置,是有效开展搜集类实践活动重要保障。更多还原

【Abstract】 With the coming of big-data age, how to acquire, process and use information effectively is the society’s requirement for talents, and it is the training objective of China’s new curriculum standard as well and it is more the basic ability for individuals to adapt to the society. How to enhance the overall quality of talents is the focus of current research in pedagogy field. Biology textbooks provide the course with important references to achieve its objectives. The research of experiment, model making, extracurricular practice and other practical activities in high school textbooks showed that students still lack sufficient practical ability and the ability to obtain information. So the author researched the topic “Collection Practice of High School Biology” to discuss the value and significance of practical activity for students to enhance their practical ability and the ability to acquire information through educational practice.The method and content of the research was finally established after elaborating relevant researches at home and abroad on the basis of determining the background, significance and method of the research. Research content Ⅰ: an investigation of students’ information acquirement ability. The result showed that 89% of the students obtain biological information from classroom teaching, which showed students have a narrow information channel; 39% of the students can’t use the knowledge they acquired to solve problems; 70% of the students can’t apply the knowledge to living practice; the frequency of information exchange between students were low, which is only 9%; 28% of the students surveyed had never conducted inquiry learning and training of biology; 80% of the students had high expectations for the activity. The thesis assigned value to each option in the questionnaire and conducted significance analysis on information ability of students of all grades by SPSS19.0 statistical software, which showed that students in Grade 3 have lower information ability than that of students in Grade 1(p <0.05).Research content Ⅱ: the distribution of collection practice in textbooks. Collection practices in high school biology textbooks can be divided into three categories: scientific method, scientific application and social issue, in which there are 4 collection practices in the category of scientific method, 10 collection practices in the category of scientific application and 5 collection practices in the category of social issue; there are 12 collection practices in Grade one textbooks, accounting for 63% and there are 7 in Grade two textbooks, accounting for 37%. Collection practices in the category of scientific method are all distributed in required course I, which mainly studies correct research methods. Suggestion for this kind of practical activity was to imitate and innovate on the basis of former researchers. Collection practices in the category of scientific application mainly collect cases of biotechnology practical application of biotechnology. Because technology is a double-edged sword, the suggestion for it was to seek confirmation for classic cases through various ways. The social issues are mainly distributed in required course III, which mainly aims at arousing students’ interests on prevalent important social problems and enhancing their sense of social responsibility. The suggestion for this kind of practical activity was to stimulate emotion and conduct social survey widely.Research content Ⅲ: case analysis of practical activities. The implementation result of the case showed that students had higher enthusiasm for the activities and collected more contents with a wider range. Besides, students can express the results more completely and the performance of ability goal was more satisfactory with a more tacit team cooperation.Research conclusions: collection practice can help to cultivate students’ information acquirement ability and practical ability; as an organic composition of biology course, collection practice is beneficial to achieve teaching objectives on the whole; it is very important for conducting collection practice effectively to change ideas of students, teachers and parents and improve school’s resource allocation.更多还原