【作者】 胡佳；

【导师】 张秀红；

【作者基本信息】 华中师范大学 ， 学科教学（生物）， 2023， 硕士

【摘要】 科学本质教学作为科学教学的关键要素,有利于培育学生具备终身学习的素养与能力,自问世以来日益受到各国教育研究工作者的重视与关注,然而目前在一线教学实践课堂之上,科学本质的相关教学存在一定的缺失局面,导致不少学生对于科学本质的认知水平较低。本研究为了顺应时代对于科学本质的教学需要,突破模糊泛化的“显性-反思”教学问题,创新性地将BOPPPS模式运用于高中生物学的科学本质教学之中,以此拓宽科学本质教学的思路与途径。首先,本研究基于对国内外科学本质内涵的文献分析,制定了科学本质内涵指标框架,并依据此框架编制了教学相关的前后测评价量表。之后,基于BOPPPS模式进行了科学本质的教学设计与案例实践,在教学实践过程中,本研究通过前后测考核量表来及时地评价学生在案例教学前后的科学本质认知水平,分析学生经过基于BOPPPS模式进行了科学本质相关的课堂互动反思性学习之后的相关科学本质认知变化情况,形成了以下研究结论:(1)学生在不同维度的科学本质认知内涵指标的平均分方面存在明显的差异性,这体现了学生对于不同科学本质内涵指标的认知水平不一。(2)经过了基于BOPPPS模式的科学本质教学之后,学生在科学本质内涵指标上的认知平均分数均呈现了一定程度的增长趋势,这表明学生对于教学涉及的科学本质指标内涵的认知水平均有所提升,即BOPPPS模式利于发展学生的科学本质认知水平。需要注意的是,不同的学生对于教学涉及的不同科学本质内涵指标的认知水平提升程度存在区别。(3)相较于学生前测的学生科学本质内涵指标的认知分数标准差,学生后测的科学本质内涵指标的认知分数标准差相对更小,即学生对于教学涉及的大多科学本质内涵指标的前后测认知分数标准差出现了减小的趋势,这表明了学生对于相关科学本质维度的认知差异有所降低。通过教学实践来探寻了基于BOPPPS模式的科学本质教学对于学生整体的科学本质观变化的影响情况之后,本研究进一步基于教学研究总结出了以下结论:(1)BOPPPS模式在科学本质教学过程中的优势与特点:(1)教学结构完整化且丰富化,不仅利于教师开展教学及把握进度,而且提高了学生领悟知识和运用知识的效率。(2)教学形式重参与,课堂不再围绕教师,而是紧紧以学生为中心,教师在教学过程之中起到引导者、鼓励者的作用,激发学生进行主动学习,提高学生的学习兴趣。(3)教学测量具有高时效性和强指导性,前后测环节既助于教师了解学生学情及调整教学速度,又利于学生增强自我认知及反思。(2)科学本质有效教学的关键因素:(1)科学本质的显性化呈现,即结合科学史、科学知识、科学技术等来进行科学本质的显性化教学,可以有效促进高中生理解并掌握科学本质的内涵意义。(2)学习目标以问题形式进行展示呈现,问题可结合生活实际或者科学前沿,这利于激发高中生对于新知识的好奇心理。(3)教学环节需注重前后测的合理安排,以促使高中生及时地认识到自身的不足及进步之处,以此来激发高中生提升自我的源动力。(4)教学过程注重师生、生生之间的互动性参与,以减少高中生上课走神的现象,提高高中生领悟科学本质的效率。(5)教学收尾阶段及时总结,注重以问题形式来引导学生进行知识框架的构建,以促进其对于科学本质的领悟。(3)科学本质教学发展趋势:(1)现有关科学本质的教学模式数量愈来愈多,但其特点有所共通之处,即具有显性化、互动性、反思性的模式特点。本研究所选用的BOPPPS模式便是同时具备了系统性、灵活性、显性化、互动性、反思性的特点,其参与式教学环节可与多种其它模式相结合,比如PBL模式,CBL模式、论证式学习等。(2)科学本质的培育可良好融入日常学科知识的教学过程之中,本研究便清晰的体现了科学本质教学与日常知识教学并不冲突,若科学本质培育与日常教学融合得当,两者可以起到良好的相互促进作用。(3)科学本质培育途径具有多元化的特点,科学本质教学可以通过科学史、探索实验、生活实际、科学前沿、开放性问题、社会实践活动等多种形式,来逐步地渗透入学生的科学本质培育过程之中。更多还原

【Abstract】 As the key of science teaching,the teaching of the nature of science(NOS)is conducive to cultivating students’ quality and ability of lifelong learning.Since its inception,it has been increasingly concerned and valued by educational researchers in various countries.However,at present,there is a certain lack of teaching related to NOS in the front-line teaching practice classroom,leading to a low level of cognition of some students about NOS.In order to meet the needs of the times for the teaching of NOS and breaking through the "dominant reflection" teaching problem of fuzziness and generalization,this study applies the BOPPPS model to the teaching of the nature of science for the first time,so as to broaden the teaching method and ways of NOS.Based on the literature analysis of the connotation of NOS at home and abroad,this study first formulated the indicator framework of NOS,according to this framework,the teaching-related pre-test and post-test assessment scale is established,and then carried out the teaching design and case practice of NOS based on the BOPPPS model.In the process of teaching practice,this study uses the pre-test and post-test assessment scale to timely evaluate the students’ cognitive level of NOS before and after case teaching,and analyzes the changes of students’ cognitive level of NOS after the classroom interactive reflective learning related to NOS based on the BOPPPS model,the following research conclusions have been formed:(1)There are obvious differences in the average scores of students’ cognitive connotation indicators of NOS in different dimensions,which reflects that students’ cognitive levels of different indicators of NOS are different.(2)After the teaching of the NOS based on the BOPPPS model,the cognitive average scores of students on the connotation index of NOS showed a certain increasing trend,which indicated that students’ cognitive level of the connotation index of NOS involved in teaching had been improved,that is,BOPPPS model is conducive to the development of students’ cognitive level of the nature of science.It should be noted that different students have different degrees of cognitive improvement for different indicators of the essential connotation of science involved in teaching.(3)Compared with the standard deviation of cognitive score of the connotation index of NOS in the pre-test,the standard deviation of cognitive score of the connotation index of NOS in the post-test is relatively smaller,that is,the standard deviation of students’ pre-test and post-test cognitive scores of the connotation indicators of NOS involved in teaching has decreased,which indicates that students’ cognitive differences in the relevant dimensions of NOS have decreased.After exploring the impact of NOS teaching based on BOPPPS mode on students’ NOS cognitive changes through teaching practice,this study further summarizes the following conclusions based on teaching research:(1)The advantages and characteristics of BOPPPS mode in the process of teaching NOS:(1)The structure of teaching is integrated and enriched,which is not only conducive to teachers’ teaching and progress control,but also improves the efficiency of students’ understanding and application of knowledge.(2)The teaching form emphasizes participation.The classroom is no longer centered around teachers,but closely studentcentered.Teachers play a role of guide and encouragement in the teaching process,stimulate students to learn actively and improve students’ learning interest.(3)Teaching measurement has high timeliness and strong guidance.The pre-test and post-test links not only help teachers understand the students’ learning situation and adjust the teaching speed,but also help students enhance self-cognition and reflection.(2)The key factors of effective teaching of NOS:(1)The explicit presentation of NOS,that is,the explicit teaching of NOS combined with the history of science,scientific knowledge,science and technology,can effectively promote high school students to understand and master the connotation of NOS.(2)The learning objectives are displayed in the form of questions,which can be combined with the reality of life or the frontier of science,which is conducive to stimulating the curiosity of high school students about new knowledge.(3)The teaching link needs to pay attention to the reasonable arrangement of the pre-test and post-test,so as to promote high school students to recognize their own shortcomings and progress in time,and stimulate the source power of high school students to improve themselves.(4)The teaching process pays attention to the interactive participation between teachers and students,so as to reduce the phenomenon of high school students’ mind wandering in class and improve the efficiency of high school students’ understanding of NOS.(5)Summarize in time at the end of teaching and guide students to construct knowledge framework in the form of questions so as to promote their understanding of NOS.(3)The development trend of NOS teaching:(1)There are more and more teaching models about NOS,and their characteristics have something in common,that is,they are dominant,interactive and reflective.The BOPPPS model selected in this study is characterized by systematicness,flexibility,dominance,interactivity and reflection.Its participatory teaching link can be combined with many other models,such as PBL model,CBL model,argumentative learning,etc.(2)The cultivation of NOS can be well integrated into the teaching process of daily subject knowledge.This study clearly reflects that NOS teaching and daily knowledge teaching do not conflict,and if the cultivation of NOS and daily teaching are properly integrated,the two can play a good role in promoting each other.(3)The NOS cultivation approach has the characteristics of diversification.NOS teaching can gradually penetrate into the NOS cultivation process of students through various forms,such as scientific history,exploration experiment,life reality,scientific frontier,open questions,social practice activities,etc.更多还原