【作者】 马莉；

【导师】 张向前；

【作者基本信息】 延安大学 ， 学科教学（生物）， 2021， 硕士

【摘要】 科学技术的发展推动了社会对创新型人才的需求,这就使得科学探究素养的培养显得极为重要。生物学实验教学是培养学生科学探究素养的重要途径之一,因此在教学中我们可以利用生物学实验来培养学生的科学探究素养。本研究以初中生物学实验为切入点来探索提升学生科学探究素养的有效途径及评价体系,希望能为生物学实验教学提供参考。本研究主要采用文献资料法、问卷调查法、数据分析法对基于科学探究素养的生物学实验教学进行理论研究和实践探索。首先,利用文献资料法对国内外的生物学科学探究素养和生物学实验教学现状进行分析,并在此基础上对延安市23所初中学校的实验教学开展情况进行调查分析。其次,对延安市使用的苏科版《义务教育教科书生物学》教材中涉及的实验教学内容进行整理,并从实验数量、实验内容、实验类型及实验的可行性四个角度进行分析。接着,将科学探究素养划分为七个一级要素,在此基础上制定了若干个二级要素,进而构建了科学探究素养的评价标准和工作单。以延安市职业技术学院附属中学成绩相近的两个班为实践对象,并划分为已进行实验的实验组和未进行实验的对照组,对两个班的科学探究素养水平进行评价。最后,在调查和教学实践的基础上,对本次研究进行了总结和反思,并对初中生物学实验教学提出一些建议。研究结果如下:(1)延安市地区不同等级的学校所面临的问题各不相同,大部分学校呈现可开展,却存在开展少、课时不足、教学效果不明显的问题,部分学校存在实验教学无法开展的情况。(2)通过教材分析,发现七年级的实验内容不管从数量还是其重要程度来看,都占有很大的比重,其中探究性实验数量最多,也存在部分实验因实验材料难以获得或者实验条件不达标等,而不适于开展。(3)生物学实验教学在培养“实施计划”、“分析现象和得出结论”和“表达交流与反思”三个要素上有明显的优势,但是简单的生物学实验教学不能有效落实培养“提出问题”“作出假设”“制定计划”“收集数据”四个要素。基于以上研究得出,生物学实验教学可以有效促进学生科学探究素养的落实和培养,但通过对延安市地区的生物学实验教学开展情况的调查分析,发现该地区的生物学实验教学还需要进一步改善。其中,应该加大对七年级实验教学开展的重视程度,科学、合理的设计开展实验的教学过程,有效落实学生科学探究素养的培养。本研究开展的是为了引起学校和教师在培养学生科学探究素养方面的关注,同时,希望为生物学实验的教学提供参考。更多还原

【Abstract】 The development of science and technology has promoted the society’s demand for innovative talents,which makes the cultivation of scientific inquiry literacy extremely important.Biological experiment teaching is one of the important ways to cultivate students’ scientific inquiry literacy.Therefore,in teaching,we can use biological experiments to cultivate students’ scientific inquiry literacy.This research uses junior middle school biology experiment as the starting point to explore effective ways and evaluation system to improve students’ scientific inquiry literacy,hoping to provide reference for biology experiment teaching.This research mainly uses literature method,questionnaire survey method,and data analysis method to conduct theoretical research and practical exploration of biological experiment teaching based on scientific inquiry literacy.First of all,using the literature method to analyze the current situation of biological science inquiry literacy and biological experiment teaching at home and abroad,and on this basis,to investigate and analyze the development of experimental teaching in 23 junior high schools in Yan’an.Secondly,it sorts out the experimental teaching content involved in the textbook“Biology of Compulsory Education Textbook” used by Yan’an City,and analyzes it from four perspectives: the number of experiments,the content of experiments,the types of experiments,and the feasibility of experiments.Then,the scientific inquiry literacy is divided into seven first-level elements,and on this basis,a number of second-level elements are formulated,and then the evaluation standards and worksheets for scientific inquiry literacy are constructed.Two classes with similar grades in the middle school affiliated to Yan’an Vocational and Technical College are used as the practical objects,and the experimental group is divided into an experimental group that has conducted experiments and a control group that has not conducted experiments,and the scientific inquiry literacy level of the two classes is evaluated.Finally,on the basis of investigation and teaching practice,this research is summarized and reflected,and some suggestions for junior high school biology experiment teaching are put forward.The research results show that:(1)The problems faced by schools of different levels in Yan’an are different.Most of the schools are available for development,but there are problems such as less development,insufficient class hours,and insignificant teaching effects.Some schools have problems with experimental teaching that cannot be carried out case.(2)Through the analysis of textbooks,it is found that the experimental content of the seventh grade accounts for a large proportion in terms of quantity and importance.Among them,the number of exploratory experiments is the largest.There are also some experiments because the experimental materials are difficult to obtain or the experimental conditions are not up to standard etc,not suitable for development.(3)Biology experiment teaching has obvious advantages in cultivating the three elements of“Implementation plan”,“Analyze phenomena and draw conclusions”,and “Express communication and reflection”.but simple biological experiment teaching cannot effectively implement the training.The four elements of “Submit questions”,“Make assumptions”,“Make plans” and “Data collection”.Based on the above research,biological experiment teaching can effectively promote the implementation and cultivation of students’ scientific inquiry literacy.However,through the investigation and analysis of the development of biological experiment teaching in Yan’an City,it is found that the biological experiment teaching in this area needs further development.improve.Among them,we should increase the emphasis on the development of experiment teaching in grade seven,scientifically and reasonably design the teaching process of carrying out experiments,and effectively implement the cultivation of students’ scientific inquiry literacy.The purpose of this research is to arouse the attention of schools and teachers in cultivating students’ scientific inquiry literacy.At the same time,it is hoped to provide references for the teaching of biological experiments.更多还原