【作者】 张丹；

【导师】 杨风萍； 鲁华；

【作者基本信息】 扬州大学 ， 学科教学（生物）（专业学位）， 2019， 硕士

【摘要】 教育部在《普通高中生物学课程标准(2017年版)》中明确指出:高中生物学教学要着眼于学生适应未来社会发展和个人生活的需要,从生命观念、科学思维、科学探究和社会责任等方面发展学生的学科核心素养。生命观念是生物学核心素养的生物学本质属性的体现,是能够理解或解释生物学相关事件和现象的意识、观点和思想方法。生物学高考试题充分利用“高考指挥棒”的作用,既考查学生生命观念的不同层次,又考查学生的理性思维和科学探究,以期为检测和发展学生的生物学核心素养这一生物学课程的根本目的服务。因此,本论文以2017—2018年全国各省市生物学高考试题作为研究对象,分析生物学高考试题中生命观念的考查维度及各维度水平分布,并以具体试题为例,分析试题中生命观念不同维度及水平的知识点分布和考核特点,以期为以新课标指导下、基于学生生命观念培养的生物学教学实践提供参考。本文首先运用文献分析法,梳理了国内外有关核心素养、生命观念及生物学高考等方面的研究现状,并对“核心素养”、“生命观念”、“生物学高考”等本研究中的关键概念进行了界定;接着,从“结构功能观”、“物质能量观”、“进化适应观”、“稳态平衡观”四个维度对生命观念的内涵进行解读,构建中学生物学教材有关生命观念各维度知识结构网络,依照课程标准中学业质量标准的要求,分析2017-2018年全国各省市生物学高考试题中生命观念的各维度知识点以及各维度水平分布情况。研究结果表明:全国各省市的生物学高考试题均能够体现新课标基本理念,试题围绕着生物学教材中的核心概念知识进行设计,考查知识范围较广;对试题考核方式分析结果可以看出,高考试题的考核形式更加注重情境性,通过创设与教材类似试题情境、生活情境、假设情境等,从不同层次考核学生运用结构功能观、物质能量观、进化适应观、稳态平衡观分析和解释生命现象的能力,突出运用科学思维解决实际问题的能力考核,实现了高考试题的人才选拔和我国人才培养的导向功能。因此,在高中生物学教学实践中一方面要注重学生核心概念相关知识的把握能力,另一方面更应该在教学中进行深度突破,通过具体生活实例或情境的创设,培养学生运用生命观念、科学思维解决实际问题的能力。更多还原

【Abstract】 The Ministry of Education clearly pointed out in the "Biology Curriculum Standards for Senior High Schools(2017 Edition)" that the biology teaching in the senior high schools should focus on students’ adaptation to the future social development and their individual life.It aims to enhance the students’ core all-round qualities in terms of the life concept,the scientific thinking ability,the scientific exploration and the social responsibility.The concept of life should be closely and directly penetrated in the biology teaching activities,which can help students understand or explain the biology-related events and phenomena.As the college examination has a great impact on the biology teaching in middle school,the related questions not only examine the students’ different levels of the life concepts,but also evaluate their rational thinking and scientific inquiry,with a purpose of testing and developing students’ core biological accomplishments.Therefore,this paper,taking the National Biology College Entrance Examination questions from 2017 to 2018 as the research material,attempts to study the different dimensions and levels of the students’ life concept in the biology college entrance examination questions,and to analyze the distribution and assessment characteristics of knowledge points hidden in the examination questions,with a view to cultivating students’ life concept under the guidance of the new curriculum standard,thus providing reference for the practical biology teaching.This paper firstly tries to comb the domestic and foreign research status about the core biological accomplishments,the life concept and the biology college entrance examination,and offers clear definitions as to the above key concepts.Then,it tends to interpret the implication of the life concept from the structural function perspective,the material energy perspective,the evolutionary adaptation perspective and the steady state equilibrium perspective.The target of doing so is to construct the knowledge structure network of each knowledge point in biology textbooks and analyze the different level and distribution of each knowledge point related to the life concept in biology college entrance examination questions of provinces and municipalities from 2017 to 2018 in accordance with the requirements of academic quality standards of curriculum standards.The findings show that the basic concepts of the new curriculum standard can be embodied in all provinces and municipalities in China.The test questions highlight the core conceptual knowledge in the biology textbooks and have a wide range of knowledge distribution.The findings also indicate the college entrance examination questions pay more attention to the specific contexts.That is to say,the questions seeks to test students’ abilities to apply the structural function perspective,the material energy perspective,the evolutionary adaptation perspective and the steady state equilibrium perspective to analyze and explain the different biologic phenomena by means of designing the similar test situations,life situations and the hypothetical situations to the textbooks.This emphasizes the test of students’ abilities to solve the practical problems,thus realizing the guiding function of talent selection for college entrance examination questions and personnel training in China.Therefore,the biology teaching should attach importance to guarantee students’ ability to grasp the core knowledge points and meanwhile seek to cultivate students,ability to using the life concepts and the scientific thinking modes to solve the relevant practical problems by reproducing vivid realistic episodes or contexts.更多还原