【作者】 赵辉；

【导师】 李高峰；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 STSE教育,是由STS教育演化而来的一种教育新范式,是科学教育与人文教育的一次结合,也是当前及未来世界科学教育改革的一大趋势。随着我国新课改和素质教育的全面推进,科学课程中STSE教育的比例逐渐增大,生物学在理科教育中承担着STSE教育的重要角色,而这一教育理念的实施又离不开课程标准和教材的编写与改革。基础教育改革的不断深入使得中学生物学教材出现“一纲多版”现象,不同版本的教材在落实大纲的基础上又呈现出各自的特色与不足,而同版教材在不同教学阶段对STSE教育的实施也不尽相同。通过对人教版初、高中生物学教材中STSE教育的比较,为中学STSE教育的进一步完善和再建设提供可循之本。本文采用文献研究法、内容分析法、比较研究法和案例研究法,以初、高中生物学课程标准为依据,对现行人教版初、高中生物学教材中的STSE教育主题、呈现方式、相关栏目、各自特色等方面进行了系统的比较分析,发现教材中STSE教育的不足。研究表明,初、高中生物学课程标准对STSE教育都有不同程度的强调,表现在课程理念中彰显、课程目标中反映、课程内容中渗透、实施建议中体现;初、高中生物学教材中STSE教育的共同点在于主题多元、呈现方式多样、相关栏目种类丰富;二者的特色在于贯彻生命科学史教育于教材始终、设置STSE教育专栏及特色栏、重视职业教育、体现科学与人文的结合、关注科学前沿与学科交叉;相比而言,初中生物学教材中STSE教育相关栏目数量更多,且包含体现生物学与文学、艺术融合的专题,而高中教材则增设“科学前沿”、“科学家访谈”等专题,选修部分以专题形式系统呈现STSE教育;教材中STSE教育仍存在不足之处:科学前沿及正文图表明显偏旧、安全教育和性教育匮乏、实验与探究栏目缺乏目录引导、高中教材中STSE教育专栏设置不足等。在此基础上,针对上述不足对教材编写提出了参考性建议:发扬文学化的语言风格、注重生命科学史教育的系统性、丰富STSE教育内容、优化STSE教育呈现方式、及时更新STSE教育主题、扩大职业教育、加强习题渗透力度;对教学与评价方面的建议:明确课标对STSE教育的要求、深入挖掘教材中的STSE教育内容、熟练应用针对STSE教育的教学方法、适当补充生活案例、实施开放多元的过程性评价。更多还原

【Abstract】 STSE education,a new paradigm evolving from STS education,is a combination of science education and humanistic education as well as a trend of reform of science education in the present and future.With the advancement of new curriculum reform and quality education in our country,the proportion of STSE education in science curriculum is gradually increasing.It should be noted that the Biology subject plays an important role in science education of STSE education,and the implementation of this education is inseparable from the compiling and reform of textbooks and the curriculum standard.Regarding the textbooks of biology in China,the further reform of basic education leads to the phenomenon of "one syllabus with multi-edition textbooks" of middle school and senior high school biology.In addition,the implementation of different versions of the textbooks appears their own characteristics and deficiencies,but the implementation of STSE education is not the same when using the same version of textbooks at different teaching stages.By comparing the textbooks of junior and senior high school biology in STSE education,we provide suggestions for the further improvement and re-construction of STSE education in biology textbooks.With a combination of literature research method,the content analysis,the comparative research and the case study,this study presents a comparative analysis of STSE education between junior and senior high school Biology PEP textbooks in terms of topics,presentations,columns and their characteristics based on the biology curriculum standards of the junior and senior high school.The research shows that the biology curriculum standards of the junior and senior high school have different levels of emphases on the STSE education,which are reflected in the concepts,goals,contents,and implementing proposals of the curriculum.As for the similarities,these two series of textbooks are similar in the diversity of themes,the variety of presentation methods and the abundance of relevant columns.What’s more,they both promote the idea of the education of life science history throughout the textbooks,set up STSE education columns and feature columns,emphasize vocational education,reflect the combination of science and humanities and pay attention to the science frontier and the integration of subjects.In terms of the differences between them,on the one hand,the middle school Biology PEP textbooks have a larger number of columns related to STSE education,and contain topics that embody biology,literature and art.While,on the other hand,the high school textbooks add Science Frontier,Scientists’ Interview and other topics to the original textbooks and present a special issue for STSE education in the optional series of textbooks.However,there still exist some shortcomings in the STSE education of the textbooks due to the out-dated charts of scientific frontier and the main body,the insufficiency of safe education and sex education,the lack of experiment and exploration column and the inadequacy of STSE education column in the textbooks.Based on the shortcomings above,this study suggests that the compilers of the textbooks should carry forward the literary style of language,pay attention to the systematic education of life science history,enrich the contents of STSE education,optimize the presentations of STSE education,update STSE education themes,expand the contents related to vocational education,and strengthen the penetration of the exercises.Concerning the teaching and evaluation,teachers are supposed to clarify the requirements of STSE education imposed by the curriculum,delve in the STSE contents of the textbook materials,adopt teaching methods tailored for STSE education,supplement appropriate daily cases and carry out open and multiple process evaluation.更多还原