节点文献

基于SOLO分类理论的高中生物问题链教学提升学生思维层次的实践研究

Practice Research on Improving Students’ Thinking Level by High School Biology Problem Chain Teaching Based on SOLO Classification Theory

【作者】 张丽

【导师】 龚宁; 王颖娟; 刘婷婷;

【作者基本信息】 贵州师范大学 , 教育硕士(专业学位), 2023, 硕士

【摘要】 伴随着新课程改革的不断推进及学科核心素养理念的提出,如何在课堂教学中准确识别学生当前的思维状况,促进学生思维发展受到越来越多研究者的关注。问题是思维的火花,基于问题导向的教学模式更有利于启迪学生思考,培养学生的思维;SOLO分类理论作为一种以等级描述为特征的质性评价理论,能够根据学生的回答判别学生当前所处的思维层次;本文旨在将二者结合运用于高中生物课堂教学中进行研究,在课堂中采用基于SOLO分类理论的问题链教学,根据学生在课堂中实时的回答,评价学生当前所处的思维层次,进而调整相应的教学问题来引导学生思考,以发展学生的思维。在开展基于SOLO分类理论的问题链教学前,设计了基于SOLO分类理论的前、后测试卷,并构建了基于SOLO分类理论的问题链教学设计流程,在此基础上设计出相应的教学设计后开展实践,实践后,通过前、后测试卷的得分情况分析实验班、对照班学生前后思维层次的变化,以及两个班学生各思维层次人数的变化,同时分析学生的期末考试成绩,评价实施效果,探究基于SOLO分类理论的问题链教学是能否提升课堂教学的有效性,能否提升学生的思维层次。基于以上的实践研究,发现:(1)经过一学期的教学实践后,无论是采用常规模式教学的对照班还是采用基于SOLO分类理论的问题链教学的实验班,其思维层次均有提高,均从多点结构水平(M)提升至多点结构水平到关联结构水平之间(M-R)。(2)实践4个多月后,实验班后测时思维层次对应分值的平均值比对照班高出0.192分,存在显著差异,且实验班思维层次位于关联结构水平(R)的人数较多,占比46%,而对照班占比33%,可见,实验班采用基于SOLO分类理论的问题链教学提升学生思维层次的效果更显著,思维层次提升的人数更多。(3)基于SOLO分类理论的问题链教学能够帮助提升学生的学习成绩。实践后对两个班学生的期末考试生物总成绩进行分析,发现实验班比对照班高出4.281分,并且差异显著,究其原因可能是因为在教学过程中采用基于SOLO分类理论的问题链教学,能使教师在教中诊断改进教学,优化课堂教学结构,能在一定程度上提升课堂教学的有效性,进而提升学生的学习成绩。

【Abstract】 With the advancement of the new curriculum reform and the proposal of the core quality of the subject,how to accurately identify the current thinking of students in classroom teaching and promote the development of students’ thinking has attracted more and more researchers’ attention.Problem is the spark of thinking.The teaching mode based on problem is more conducive to enlighten students’ thinking and cultivate students’ thinking;SOLO classification theory,as a qualitative evaluation theory characterized by grade description,can distinguish students’ current thinking level according to their answers;Therefore,this paper aims to study the combination of the two in high school biology classroom teaching.In class,the question chain teaching based on the classification theory of SOLO is adopted.According to the real-time answers of students in class,the thinking level of students is evaluated,and the corresponding teaching questions are adjusted to guide students’ thinking and develop their thinking.Before carrying out the question chain teaching based on the SOLO classification theory,we designed the pre-and post-test volumes based on the SOLO classification theory,and constructed the question chain teaching design process based on the SOLO classification theory.On this basis,we designed the corresponding teaching design and carried out the practice.Through the scores of the pre-test and post-test papers,the changes in the thinking levels of the students in the experimental class and the control class before and after were analyzed,as well as the changes in the number of students at each thinking level in the two classes.At the same time,the final examination scores of students were analyzed,the implementation effects were evaluated,and whether the question chain teaching based on the classification theory of SOLO could improve the effectiveness of classroom teaching and the thinking levels of students was explored.Based on the above practical research,it is found that:(1)After a semester of experimental teaching,both the control class that adopts the conventional teaching mode and the experimental class that adopts the problem chain teaching based on the classification theory of SOLO have improved their thinking levels,from the multi-point structure level(M)to the multi-point structure level to the correlation structure level(M-R).(2)After more than 4 months of practice,the average value of thinking level corresponding to the experimental class was 0.192 points higher than that of the control class in the post-test,showing a significant difference.Moreover,the number of people in the experimental class who were at the level of association structure(R)was more,accounting for46%,while the control class accounted for about 33%.It can be seen that,The problem chain teaching based on SOLO classification theory in the experimental class has a more significant effect on the improvement of students’ thinking level,and more people have improved their thinking level.(3)Problem chain teaching based on SOLO classification theory can help improve students’ academic performance.After practice,the total scores of the two classes in the final exam of biology were analyzed,and it was found that the experimental class was 4.281 points higher than the control class,and the difference was significant.The reason may be that the problem chain teaching based on the classification theory of SOLO in the teaching process can enable teachers to diagnose and improve teaching and optimize the classroom teaching structure.It can improve the effectiveness of classroom teaching to a certain extent and improve students’ academic performance.

  • 【分类号】G633.91
节点文献中: 

本文链接的文献网络图示:

本文的引文网络