【作者】 陈丹；

【导师】 陈健辉；

【作者基本信息】 广州大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 2001年国家出台了国家、地方、学校三级基础教育课程管理体系,以地方课程和校本课程作为国家课程的拓展补充。实验教学是培养学生学科核心素养的重要途径之一,但现在中学实验课程面临实验课时被压缩、实验课教学模式单一等问题。问题式学习(problem-based learning,简称PBL),是一种基于真实问题的以学生为中心的教学模式,让学生在教师的引导下通过小组合作自主学习,在解决问题的过程中提高各方面能力。在上述背景下,本研究尝试借助校本课程开发,在PBL理念的指导下,以高中生物学拓展实验为主题,开展更能体现学生主体性的生物实验校本课程。研究首先梳理相关文献,分析了国内生物校本课程开发的主题和问题式学习在中学生物教学中的应用情况,确定了开发以PBL理念为指导的拓展实验的生物校本课程的价值和意义。然后通过对珠海市的高中学生和教师展开调查,了解学生对生物校本课程的需求、珠海市高中生物实验课程教学和校本课程开展情况,作为该校本课程开发的背景分析。通过研究确定《高中生物学拓展实验》校本课程的课程总目标,以此为基础选择教学内容和课程评价方式,并在PBL理念的指导下,以PBL流程组织教学,开发并实践了四个高中生物实验的校本课程案例。在实践课程中,以参与校本课程学习的学生作为研究对象,采用教育实验研究法,通过学生学习前后在问题意识与解决能力、合作学习能力、科学探究能力、自主学习能力、生物实验能力和生物考试成绩方面的变化评价该课程在培养学生生物学习能力上有效性。通过对学生和教师进行访谈了解他们对本课程的想法和建议。研究结果表明,完成校本课程的学习后,参与校本课程学习的学生在问题意识与解决能力、科学探究能力和生物实验能力方面有所提高。在合作学习能力和自主学习能力方面前后没有显著性差异。与对照班相比,学生生物考试成绩有所提升,但未形成显著性差异。从学生和教师的访谈结果来看,学生对本课程认可度较高,教师也认可开设PBL模式的生物拓展实验的校本课程的价值。但在实践中存在授课时长远超计划、小组合作学习情况不佳的问题,针对这些问题,研究提出可以从合理规划课堂时间、增加教师PBL教学模式的培训内容、设置合理的奖励机制激发小组积极性等方面进行改进。后续研究中可以和科组教师组成课程开发小组,进一步完善课程的开发和实施情况。考虑到学生知识和能力发展情况,还可以考虑以高二学生作为研究对象并延长本门课授课周期,以达到更好的教学效果。更多还原

【Abstract】 In 2001,the state introduced a three-tier basic education curriculum management system at national,local and school levels,with local and school-based curricula as an extension of the national curriculum.Experimental teaching is one of the important ways to cultivate students’ core literacy in the subject,but nowadays,secondary school experimental courses are facing problems such as compressed experimental class time and a single teaching mode for experimental classes.Problem-based learning(PBL)is a student-centred teaching model based on real problems,which allows students to learn independently through group work under the guidance of teachers and improve their abilities in various aspects in the process of problem solving.In the above context,this study attempts to develop a school-based biology laboratory course that better reflects students’ subjectivity by means of school-based curriculum development and under the guidance of the PBL concept,with extended experiments in high school biology as the theme.The study first combed through relevant literature,analyzed the themes of biology school-based curriculum development and the application of problem-based learning in secondary school biology teaching in China,and identified the value and significance of developing a biology school-based curriculum with extended experiments guided by the PBL concept.A survey of high school students and teachers in Zhuhai was then conducted to understand students’ needs for the biology school-based curriculum,the teaching of high school biology laboratory courses and the development of the school-based curriculum in Zhuhai,as a background analysis for the development of this school-based curriculum.The research was used to determine the general curriculum objectives of the school-based curriculum "Extended experiments in high school biology",as a basis for selecting teaching content and course evaluation methods,and to develop and practise four school-based cases of high school biology experiments under the guidance of the PBL concept and the PBL process for organizing teaching.In the practical course,students who participated in the school-based curriculum were used as research subjects,and the educational experimental research method was used to evaluate the effectiveness of the course in developing students’ learning abilities in biology through changes in their abilities in problem awareness and problem solving,cooperative learning,scientific inquiry,independent learning,biology experimental abilities and biology exam results before and after learning.Interviews were conducted with students and teachers to understand their ideas and suggestions for the curriculum.The results of the study showed that after completing the school-based curriculum,students who participated in the school-based course had improved their abilities in problem awareness and problem solving,scientific inquiry skills and biology laboratory skills.There was no significant difference between before and after in terms of collaborative learning skills and independent learning skills.Compared to the control class,the students’ performance on the biology exam improved,but no significant difference was formed.The results of the student and teacher interviews indicated that students had a high level of acceptance of this course and teachers recognized the value of offering a school-based curriculum in extended experiments in biology in the PBL mode.However,in practice there were problems of lecture time longer than planned and poor cooperative group learning.To address these issues,the study suggests that improvements can be made in terms of reasonable planning of class time,increasing the training content for teachers on the PBL mode of teaching,and setting up a reasonable incentive mechanism to motivate groups.A curriculum development group can be formed with the subject teachers in the follow-up study to further improve the development and implementation of the curriculum.Considering the development of students’ knowledge and abilities,consideration can also be given to using sophomore students as the study target and extending the teaching cycle of this course to achieve better teaching results.更多还原