【作者】 肖琳；

【导师】 李亚军；

【作者基本信息】 贵州师范大学 ， 学科教学（生物）（专业学位）， 2018， 硕士

【摘要】 学生生物问题解决能力的培养是生物教学中的一项重要任务,也是日新月异的社会和学生自身发展所要求的。学生不仅要掌握生物知识,还要能够运用生物知识去解答生活现象或解决现实中与生物相关的问题。这就要求学生要乐于思考、善于发现问题,不断地提高自身的生物问题解决能力。国内外目前将抛锚式教学应用于培养问题解决能力的研究较多,但重点在于数学、物理、英语、化学学科。因此,将抛锚式教学应用于培养学生生物问题解决能力的研究具有独创之处,研究的结论能为相关研究或一线教师通过创设情境、提出问题、自主合作教学活动培养学生生物问题解决能力提供参考,具有一定的实践和理论价值,也正是本研究的意义所在。本研究围绕贵州省一所重点高中开展研究,采用文献研究法、问卷调查法、访谈法及纸笔测验等定量和定性相结合的研究方法,对抛锚式教学在学生生物问题解决能力中应用的结果进行梳理和分析。本研究调查了高中生物教师实施生物教学和培养学生生物问题解决能力的现状,以及学生是否重视培养自身生物问题解决能力的现状。根据现状分析的结论形成相关的教学设计,以此探讨抛锚式教学对学生生物问题解决能力会造成怎样的影响。研究还将抛锚式教学和常规教学进行对比,探讨两者的教学效果。最后根据研究的分析结果,发现抛锚式教学能够促进学生生物问题解决能力的培养,帮助学生从理解、辨别、表述、解决、交流等多方面去思考问题,探索问题的解决策略。抛锚式教学能够实现学生对于教学的想法,能够综合评价学生,学生能够通过自身的努力构建知识,提升能力。此外,发现抛锚式教学比常规教学在培养学生的生物问题解决能力上有着更高的教学效率。教师应在常规教学的基础上,采用多种教学方式引导学生通过自己的努力建构知识,独立思考生物问题,从而加固和完善他们的生物知识体系,提升生物问题解决的能力。更多还原

【Abstract】 The cultivation of students’ biological problem-solving ability is a significant task in biology teaching,and it is also required by the rapidly changing society and the students’ own development.Students should not only master the biological knowledge,but also be able to use biological knowledge to answer the life phenomena or solve the real problems related to biology.This requires students to be willing to think,be good at finding problems and constantly improve their biological problem-solving ability.At home and abroad,there are many researches on the application of anchored instruction in cultivating problem-solving ability,but the emphasis is on mathematics,physics,English and chemistry.Therefore,the application of anchored instruction to the study of cultivating students’ biological problem-solving ability has its own originality.The conclusions of the study can provide reference for related research or first-line teachers to cultivate students ’ biological problem-solving ability by creating situations,posing problems and independently cooperating teaching activities.It has some practical and theoretical value,and is also the significance of this study.This research focuses on a key high school in Guizhou province,and uses quantitative and qualitative research methods of literature research,questionnaires,interviews and paper-pen tests to sort out and analyze the results of anchored instruction in students’ biological problem-solving ability.This study investigates the current situation of high school biology teachers implementing biology teaching and cultivating students’ biological problem-solving ability,and whether students attach importance to cultivating their own biological problem-solving ability.According to the conclusion of the current situation analysis,a relevant teaching design is formed to explore the impact of anchored instruction on students’ biological problem-solving ability.The study also compares anchored instruction with conventional instruction to explore the teaching effects of both.Finally,according to the analysis results of the study,it’s found that anchored instruction can promote the cultivation of students’ biological problem-solving ability,help students to think about problems from many aspects of understanding,identification,expression,solution and communication,and explore solutions to problems.Anchored instruction can realize students’ thoughts on teaching,can comprehensively evaluate students.Students can build knowledge and improve their abilities through their own efforts.In addition,it’s found that anchored instruction has higher teaching efficiency than conventional instruction in cultivating students’ biological problem-solving ability.On the basis of conventional instruction,teachers should use various teaching methods to guide students through their own efforts to built knowledge,independent thinking on biological issues,so as to strengthen their biological knowledge system,and improve their biological problem-solving ability.更多还原