【作者】 杨慧；

【导师】 殷育楠；

【作者基本信息】 上海师范大学 ， 学科教学（地理）（专业学位）， 2020， 硕士

【副题名】以沪教版“地图”篇为例

【摘要】 我国新一轮基础教育课程改革的核心理念是关注学生的发展,提高学生的科学素养。正确学习和掌握科学概念不仅是学好课程的基础,还有利于学生科学思想的培养和科学素养的提高。研究表明,学生并不是“脑子空空如也地进入课堂”,这就要求教师的教学既要充分考虑学生的己有知识,也要在此基础之上选择适合学生发展的教学方法,从而帮助学生获得科学知识。我们把学生在学习前、学习过程中以及学习之后形成的与科学概念不一致的想法或者观点称为“相异构想”。诊断学生存在的相异构想有利于教师了解学生的真实想法,采取针对性措施转变学生的相异构想,在实施教学时可因材施教,让学生对科学概念的学习更加充分。本研究采用自编的四段式多项选择测试题为研究工具。以沪教版初中地理“地图篇”为例,研究初中生存在的相异构想和四段式多项选择测试在相异构想诊断中的实用性。研究结果表明,四段式多项选择测试在相异构想诊断研究中具有良好的实用性,该工具诊断出学生在地图的性质、经纬网、分层设色地形图以及综合运用4个主题中存在不同程度的相异构想。通过研究共诊断出30个相异构想,其中19个是典型的相异构想,对其形成原因进行了详细分析。根据信心指数的标准,从19个典型的相异构想中甄别出13个真性相异构想,其余6个是假性相异构想。同时对30个相异构想的具体表现和可能形成的原因经行了探查与分析。本课题的创新之处在于:(1)详细诊断出学生在初中地理“地图篇”学习中存在的相异构想;(2)通过四阶段多项选择测试法对相异构想的进行了定性与定量的分析,得出结论并分析成因和来源,为教师的教学提供研究工具参考;(3)对四段式多项选择测试在相异构想诊断中的实用性进行讨论。更多还原

【Abstract】 The core idea of the new round of basic education curriculum reform in China is to pay attention to the development of students and improve their scientific literacy.Correct learning and mastering scientific concept is not only the basis of learning the course well,but also conducive to the cultivation of students’ scientific thinking and scientific literacy.The research shows that students do not enter the classroom with empty mind,which requires teachers to not only fully consider students’ own knowledge,but also select teaching methods suitable for students’ development on this basis,so as to help students acquire scientific knowledge.We call students’ alternative framework or viewpoints that are different from scientific concepts before,during and after learning as "Alternative Framework".Diagnosis of students’ alternative framework helpful for teachers to understand students’ real ideas,take targeted measures to change students’ alternative framework,and teach students according to their aptitude when implementing teaching,so that students can learn more fully about scientific concepts.In this study,a four segment multiple choice test was used as the research tool.Taking the geography "map section" of junior high school as an example,this paper studies what alternative framework exist in the sixth grade students and the practicability of the four segment multiple choice test in the diagnosis of alternative framework.The results show that the four segment multiple choice test has good practicability in the diagnosis of alternative framework.The tool diagnoses that students have alternative framework in different degrees in the nature of map,longitude and latitude network,layered color map and comprehensive application of four themes,and 30 alternative framework are diagnosed in total.Among them,19 are typical alternative framework,and we have made a detailed analysis of their causes.According to the criteria of confidence index,13 out of the 19 typical divergent ideasare true divergent ideas,and the other 6 are false divergent ideas.At the same time,the specific performance and possible causes of 30 alternative framework are explored and analyzed.The innovation of this subject lies in:(1)diagnosing the alternative framework of students in junior middle school geography "map chapter" learning in detail;(2)analyzing the alternative framework qualitatively and quantitatively through four-stage multiple choice test,drawing conclusions and analyzing the causes and sources,providing research tool reference for teachers’ teaching;(3)testing the four-stage multiple choice in phase The practicability of heterogeneous image diagnosis is discussed.更多还原