【作者】 王涛涛；

【导师】 黄瓅；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 面向21世纪的基础科学教育培养学生科学素养具有开放性和活动性,要求教学不能局限于校内、课堂和书本,必须开放教育空间、拓宽教育渠道,进行开放式的教育活动。教学活动由课堂教学延伸到课外,引导学生参与自主的实践活动,探索途径和方法等均可以灵活多样,为学生提供发展创造性思维和实践的机会。探究学习是一种以学生的知识探究活动为主的教学策略,主要是指教师在教学过程中提出问题以及教师提供与教学相关的资料,让学生主动进行假设、探索、验证、归纳、解释以及讨论活动。虽然探究式教学有许多优点,但在实施的过程中也有不少的困难,例如学校缺乏必要的实验仪器、图书资料以及活动场所、所需时间较长等,使教师和学生无法或者是不易开展探究式教学。以多媒体网络来辅助学习是全球教育发展趋势,而科学教育的目的之一是在增进学生的科学探究能力。本研究希望探索一种有效地应用网路资源进行合作探究学习的活动课程方式,即以网络资源为基础,利用探究性问题去引导学生思考,通过学生展现概念图建构属于自己的知识,进行有意义的学习。在学习的过程中,学生彼此交流所收集的资料、个人的想法以及个人概念图作品,达到互助合作、信息共享的目的。此外,本研究希望可以兼顾个人的作品以及小组的作品,在个人概念图的基础上产生小组概念图,建构学习共同体知识。经过在桂林中学223班的教学行动研究,研究结果发现: 1、在科学课程教学中利用网络资源进行合作探究学习的活动课程方式,可以有效整合探究学习策略、合作学习策略以及利用概念图呈现知识,并提供学生一个相互合作以进行探究知识和呈现知识成果的学习环境。 2、本研究依据认知和教学理论,提出在科学课程教学利用网络资源进行科学课程的合作探究学习模式及学习活动,包含设定主题与计划、个人探究学习、合作探究学习、建构小组成果以及成果展示与讨论等阶段,可以作为在活动课程中有效的教学策略。3、在设定主题与计划阶段,学生在阅读教材完毕后,可以根据问题先形成假设再到教材中寻找证据,建构出个人概念图,但是学生构图的作品个别差异比较大。 <WP=4>4、在个人探究学习阶段,学习者非常喜欢到网络上探究证据,且其浏览的网页也与主题相关,只是将阅读后的成果加以组织和表达在记事本上的结果不太理想,主要表现为大量内容的堆砌,没有对其进行整理加工。 5、在合作探究学习阶段,学习者可以透过相互交流进行资料、电子作品和观点上的分享。学生非常喜欢讨论各自的观点进行的沟通,其次是记事本的分享,最后是概念图的分享。6、在建构小组成果阶段,投票策略可以协助成员产生小组的共同成果,但是在协商、沟通、妥协的过程中,往往需要牺牲自己的想法,迁就作品比较完整的同学,达成共识的情况较少。7、利用基因算法进行分组情况,由于此次研究时间较短,效果不是很明显,但是也在部分小组体现,有些低质的同学学习动机明显提高。研究表明利用网络资源进行科学课程的合作探究学习的活动课程方式,可以较好的整合探究学习的策略、合作学习的策略与概念构图知识的特点,给学生提供一个合作进行知识探究和展示、交流成果的学习环境。但是由于本人的理论水平和教学实际操作水平能力的有限等原因,本研究有待于进一步完善和发展。更多还原

【Abstract】 In the 21st century elements science education refer to train student to have opening and activity science literacy. Knowledge are not be teach in the school, classroom and textbook but also outside of the school, the education activity need to open education space, develop education channel, inducting student to take part in the independent practice. Method of explore is flexible, we must supply the chance to develop student’s creational thinking. Inquiry learning is a teaching strategy that mainly thought student knowledge inquiry activity. Teacher present question and offer the information which relate to teaching, then student begin supposing, exploring, validating, concluding, commentating and discussing. Although there are many advantage of inquiry teaching, there are many difficulties in the course of implement. For example, many schools are shortening of necessarily experiment instrument, books, reference, stage. It will take us long time to finish the activity. All the reasons are said make the teacher and student can not or are not easy to develop inquiry teaching.It is trend of development of global education that use of multimedia and internet to assist teaching. One of the aims of science education is enhance the student’s science inquiry ability. This paper present a course method which be use of internet to induct student inquiry, that is said based internet using inquiry question to induct student thinking, construct own knowledge by conception chart. During the learning, students can communion the information thinking and conception chart, so win the aim of cooperator and sharing the information. This paper also hope have both individual and group words, develop group concept map form individual concept map and construct learning community knowledge. We have a research in class 223 Guilin school; the major findings are as following:(1) The method can efficiently integrate the inquiry learning strategy, the collaborative learning strategy, and the concept mapping strategy. <WP=6>(2) The web-based collaborative inquiry learning activity including anchoring and planning phase, inquiry by individual phase, collaborative inquiry phase, building group’s product phase, and product presentation and discussion phase. (3) In anchoring and planning phase, the student’s concept mapping product showed significant individual differences. (4) In inquiry by individual phase, students crave for search evidence on Internet but the product are not fruitful for every student. (5) In collaborative inquiry phase, students can collaboratively complete their inquiry task by the idea sharing, data sharing, and product sharing processes. (6) In building group’s product phase, voting mechanism can help group member produce group’s product but students seldom have a common consensus.The research show the science educational model which web-based cooperator inquiry can conform the characteristic of inquiry learning strategy, cooperative learning and concept mapping, supply a communication circumstance for student. Due to my theory and teaching operator ability are limited, the research wait develop more.更多还原