【作者】 陶涛；

【导师】 柴志方；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 当下的国际竞争日趋激烈,作为核心竞争力的科技离不开人才,而人才的培养最终还是要立足于教育。基础教育课程经过不断改革,教育开始从知识转向能力和素养。为了培养学生适应新时代发展所需的关键能力,核心素养由此提出,而作为发展核心素养的重要手段,科学探究必不可少。只有了解学生科学探究能力的培养现状,才能基于学情做出针对性改进。本文在研究大量文献理解科学探究内涵的基础上,结合《普通高中物理课程标准(2017版)》对科学探究的指标进一步划分,然后编制合适的量表去测试高中生的科学探究素养水平。通过SPSS23.0对问卷数据进行信度、效度检验和探索性因素分析,获得结构良好的问卷后,再进行大范围问卷调查。分析发现学生科学探究能力整体一般,其中问题要素中猜想和提问有困难,证据要素中选择实验器材和设计实验方案有困难,解释要素中数据处理和误差分析有困难,交流要素中撰写实验报告有困难。另外通过t检验也发现科学探究能力在性别、年级和班级上存在显著差异,男生优于女生、高二优于高三、实验班优于普通班。通过回归分析发现兴趣和自我效能感对学生的科学探究能力有非常显著的正向线性影响。针对相关问题,本研究从教育环境、学校、教师和学生四个方面逐层分析,并提出相应方案:国家统一设置综合能力评估项目;学校加大实验室器材投入并对学生开放实验室;教师要转变教育观念并放手课堂,多鼓励学生提高学生的自我效能感,合理创设情境多给学生提供科学探究的机会,引导学生重视理论基础指导科学探究活动,强化图像法在处理数据中的应用等;学生转变学习观念,主动参与科学探究活动去锻炼思维和实践能力。以期能为学生的探究活动创造更加良好的内外环境,全面提升学生的科学探究素养。更多还原

【Abstract】 In the current international environment,competition is becoming increasingly fierce.As a core competitive field,science and technology is inseparable from talents,and the cultivation of talents should finally be based on education.After the continuous reform of basic education curriculum,the educational goal began to shift from knowledge to ability and literacy.In order to cultivate students’ key abilities to adapt to the development of the new era,core literacy is proposed,and as an important means of developing core literacy,scientific inquiry is essential.Only by understanding the current situation of the cultivation of students’ scientific inquiry ability can we make targeted improvement based on the learning situation.This study is based on studying a large number of documents and understanding the connotation of scientific inquiry,further divide the indicators of scientific inquiry in combination with the ordinary senior middle school physics curriculum standard(2017 Edition),and then prepare an appropriate scale to test the scientific inquiry literacy level of middle school students.Through spss23.0 test the reliability,validity and exploratory factor analysis of the result data of the questionnaire,and conduct a large-scale questionnaire survey after obtaining a well-structured questionnaire.The study found that students’ scientific inquiry ability is generally average,among them,there are difficulties in guessing and asking questions in the problem elements,selecting experimental equipment and designing experimental scheme in the evidence elements,data processing and error analysis in the interpretation elements,and writing experimental reports in the communication elements.In addition,through independent sample test,it is found that there are significant differences in scientific inquiry ability in gender,grade and class.Boys are better than girls,senior two is better than senior three,and experimental class is better than ordinary class.Through linear regression analysis,it is found that interest and self-efficacy have a very significant positive linear impact on students’ scientific inquiry ability.In view of the related problems,this study analyzes them layer by layer from the four aspects of educational environment,schools,teachers and students,and puts forward the corresponding schemes.The state uniformly sets up comprehensive capacity assessment projects;The school increases the input of laboratory equipment and opens the laboratory to students;Teachers should change their educational concepts and encourage students to improve their sense of self-efficacy,reasonably create situations,provide students with more opportunities for scientific inquiry,guide students to pay attention to theoretical basis,guide scientific inquiry activities,strengthen the application of image method in data processing,and so on;Students change their learning concepts,actively participate in scientific inquiry activities,and train their thinking ability and practical ability.I hope this will provide a better internal and external environment for students’ scientific inquiry activities.and comprehensively improve students’ scientific inquiry literacy.更多还原