高中生物学中生命观念的研究

【作者】 刘畅；

【导师】 张迎春；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2017， 硕士

【摘要】 21世纪的教育面临新的挑战。为了公民未来能适应信息时代的生活,满足职业发展和个人自我实现的新需求,近年来多个国家和组织都进行了旨在回答“培养什么样的人”问题的“核心素养”的研究。2016年我国公布了《中国学生发展核心素养框架》。近年来高中课程改革中的核心素养成为一个研究热点,生物学科也在开展“生物学科核心素养”研究。目前的“生物学科核心素养”有四个维度:生命观念、理性思维、科学探究、社会责任。“生命观念”是人们对生命现象、生命本质、生命世界的解释进行抽象、总结后形成的观点,具体包含结构与功能观、物质与能量观、进化与适应观、稳态与平衡观。但目前“生命观念”的相关研究较少,亟待充实。已有的研究显示出人们对其内涵认识不清,相关的教学研究也较为缺乏的现状。因此,本研究致力于探讨高中生物学中生命观念的内涵,同时在分析其知识基础、总结教学现状的基础上提出教学建议,旨在丰富“生物学科核心素养”的理论和为生命观念的教学实践奠定理论基础。研究主要采用的方法是文献研究法和个案研究法。研究过程具体分为六个部分:一、对国内外学科核心素养及生命观念研究现状的综述。二、“生命观念”的内涵来源分析。三、“结构与功能观”、“物质与能量观”的具体内涵分析。四、整理必修一模块这两类生命观念的知识基础。五、两类“生命观念”的知识基础的教学设计案例分析。六、分析研究结果,形成研究结论,提出教学建议。通过以上研究过程,本研究获得三方面的研究结果:两类生命观念(“结构与功能观”、“物质与能量观”)的内涵、知识基础、教学设计现状的问题总结。在生命观念的内涵上,研究综合自然辩证法、生命科学哲学、系统论等理论基础中的相关内容,总结了结构与功能观、物质与能量观各自包含的多个层面的内涵。在知识基础上,研究分“结构与功能观”、“物质与能量观”两部分整理出了必修一模块中蕴含了生命观念的知识。在教学设计上,总结出了两类生命观念的教学设计中整体的现状,以及两类观念的教学设计上各自表现出的特有问题。研究形成的结论是:“结构与功能观”的内涵包含结构与功能的概念以及二者之间关系三个方面。二者间“相互适应”的关系包含两层涵义:一是生命或物质的结构决定其可能具有的功能;二是经过自然选择作用对功能的筛选,具有特定功能的结构得以保留,从而使得二者最终呈现“相互适应”状态。“物质与能量观”的内涵包含物质与能量的概念、二者之间关系、物质能量变化要遵循物理学定律、物质能量变化的新陈代谢本质四个方面。二者间的关系为物质是能量的载体,物质的变化伴随着能量的变化。人教版高中生物必修一教材中包含了生命观念的知识是比较丰富的,不同的知识从不同层面体现生命观念的内涵。高中生物学必修一模块的生命观念教学研究中,相关的知识分析文献较多,但生命观念的教学研究存在内涵理解不到位,对知识的生命观念价值挖掘不够,教学设计中的教学目标、实施、评价等环节的设计都不成熟的现状。因此研究提出了三方面的教学建议:第一、深刻认识生命观念。第二、必修一模块生命观念需从两个方面深入理解。第三、将生命观念融入教学设计中。更多还原

【Abstract】 Education is facing challenges in 21st century.In recent years,to ensure the citizens,adaptation to the life of the information age,and meet the new demand of professional development and self-actualization in the future,many countries and organizations have studied "key competence" to answer the question that what kind of people we should cultivate.Our country also published "Chinese students’ key competence framework" in 2016.Against the background,studying the key competence of high school curriculum revolution has become a hot topic.Therefore,the research of"biology key competencies"has been undertaken in biological teaching.There are four dimensions in the "biology key competencies":life idea,rational thought,scientific inquiry,and social responsibility.Idea of "life" are views which formed after the abstracted and summarized interpretation of the phenomenon and essence of life.It includes "idea of structure and function" and "idea of matter and energy","idea of evolution and adaptation","idea of steady state and balance".But the related research of "life idea" is rare,and it needs to be enriched,Existing research shows that people’s understanding of its connotation is not clear" the related research of teaching is almost blank.Therefore,this research is devoted to explore the connotation of "life idea" in high school biology and put forward some teaching suggestions based on the analysis of the knowledge base and the summary of the teaching situation.This paper aims at enriching the "biology core competence" theory and laying a theoretical foundation for the teaching practice of "life idea".This research contains three parts:two kinds of life ideas in high school biology compulsory module 1,’the knowledge which contains two kinds of life idea,and the teaching design of related knowledge.The main methods used in this paper are literature research method and case analysis.Research process is divided into six parts:first,the review of the research station of key competence and the life idea at home and abroad.Second,the analysis of the connotation of "life idea".Third,the analysis of specific content of "idea of structure and function" and "idea of matter and energy".Fourth,the collection and analysis of the knowledge base of those two "life idea" in compulsory module 1.Fifth,the analysis of teaching design cases of the mentioned knowledge base.Sixth,the formation of the research conclusion and teaching suggestions.Through the above process,three aspects of results are put forward in this research:the connotation of the two kinds of "life idea",knowledge base,and current teaching design problem.On the connotation of "life idea",the study summarizes the connotation of multiple levels of the "idea of structure and function" and "idea of matter and energy" based on the comprehensive content of theory like dialectics of nature,life science,and system theory.The "idea of structure and function" is the concept of structure and function and their relationship.Relations between the two contains two layers of meaning.First,life or material structure may decide its features.Second,through the screening of natural selection o the function,structure with specific functions are preserved,thus making the present state of "mutual adaptation" to those two ideas."Idea of matter and energy" refers to the views and opinions of the concept of matter and energy as well as the relationship between them.The relationship between them is that material carries energy,and material changes following with energy change.On the basis of knowledge,"idea of structure and function" and "idea of matter and energy" are explored in this research,sorting out the knowledge with "life idea" in compulsory module 1.In the teaching design,the existing overall researches show problems that the connotation of life idea is not understood well and the relevant design of teaching goal,process,evaluation is not good.The research conclusion is that the life idea of high school biology research stays at the exploratory stage.Understanding the connotation,knowledge base,teaching design of "life idea" teaching research are the three aspects needed to be firstly focused on.Therefore this study puts forward the three aspects.Firstly,the "life idea" should be profoundly known.Secondly,the "life idea" of compulsory module 1 should be deeply understood from two aspects.Last,the "life idea" should be designed and cultivated in the class.更多还原