基于科学探究能力培养的支架式教学实践研究

【作者】 黄敏；

【导师】 涂泓；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2020， 硕士

【摘要】 本研究以《义务教育物理课程标准》为基础,梳理国内外科学探究能力文献,确定评价科学探究能力的各层指标,应用层次分析法确定各项指标的权重,然后利用工作单结合现场观察测评八年级学生的科学探究能力存在的短板。针对这些短板应用支架式教学培养初中物理科学探究能力,在沪教版八年级物理中进行了初步教学实践,通过科学探究能力测评在探究式实验中应用支架式教学能有效培养学生的“提出问题能力”、“实验设计能力”、“实验与收集证据能力”和“评估、交流与合作能力”。本研究主要分为四个部分:第一部分介绍科学探究能力的研究背景,综述国内外关于科学探究能力的界定、发展历史和测量与评价方法,以及国内外支架式教学的研究现状,根据综述确定本研究的目的、内容和对应的研究方法。在已有研究的基础上结合笔者的见解,对科学探究能力和支架式教学进行概念界定,并梳理本研究的理论基础,为支架式教学培养科学探究能力提供理论依据。第二部分调查一线教师对培养初中物理科学探究能力的教学现状,测评学生的科学探究能力水平现状。通过问卷调查分析目前培养科学探究能力在教学方面存在的问题,着重对科学探究能力的评价方面问题提出解决方法,在文献研究的基础上建立评价科学探究能力的一级指标和二级指标,并对教师进行各项指标的重要性调查,应用层次分析法构建各层级各指标的权重,建立合理的科学探究能力评价体系。然后以工作单结合现场观察的方法测评八年级学生的科学探究能力现状,分析学生科学探究能力存在的短板。第三部分针对学生的科学探究能力存在的短板,尝试在探究式实验中应用支架式教学培养科学探究能力。首先对支架式教学和科学探究能力的培养进行适切性分析;然后将该方法应用于四种探究式实验中展开教学设计,在实验班中进行为期3个月的教学实践;最后对实验班和对照班进行科学探究能力后测,通过独立样本T检验和分析二级指标的得分率,结果表明支架式教学能有效培养学生的科学探究能力。第四部分对本研究进行总结,反思研究过程中存在的问题并提出了后续研究的展望。本研究将支架式教学应用于探究式实验,对科学探究能力的培养研究有一定参考价值和意义。更多还原

【Abstract】 This paper,based on Compulsory Education Physics Curriculum Standards,sorts out Chinese and foreign scientific inquiry ability literature,determines indicators of all layers to evaluate scientific inquiry ability,applies Analytic Hierarchy Process(AHP)to determine the weight of various indicators,and makes use of worksheet and on-site inspection to evaluate disadvantages of the scientific inquiry ability for Grade Eight students.For these disadvantages,the scaffolding instruction was used to cultivate physical scientific inquiry ability in junior middle school,preliminary teaching practice was carried out in Grade Eight physics of Shanghai version,by the practice test,uses the scaffolding instruction in the exploration experiment can effectively train “raising problem ability”,“experiment designing ability”,“experiment and evidence gathering ability” and “evaluation,communication and cooperation ability”.This research is mainly divided to four parts:First part introduces research background of the scientific inquiry ability,summarizes Chinese and foreign scientific inquiry ability defining,development history,measurement and evaluation,state of Chinese and foreign scaffolding instruction,and determines research contents and corresponding research methods based on the review.Based on existing research and the author’s opinions,this part defines the concept of scientific inquiry ability and scaffolding instruction,sorts out the research theory basis,and provides theoretical basis to training scientific inquiry ability in scaffolding instruction.Second part surveys the teaching state to front-line teachers for cultivating scientific inquiry ability of junior middle school,tests and evaluates level of the scientific inquiry ability for students.Through the questionnaire survey,the part analyzes teaching problems of current scientific inquiry ability cultivation,particularly the solutions in terms of evaluation of scientific inquiry ability,and establishes first-level index and second-level index to evaluate scientific inquiry ability based on the literature research.Meanwhile,it carries out significance investigation on various indexes of teachers,applies AHP to build the weight of all levels and all indexes,and establishes reasonable scientific inquiry ability evaluation system.Worksheet and observation are used to evaluate scientific inquiry ability stateof Grade Eight students,and analyze disadvantages of scientific inquiry ability for students.Third part,for disadvantages of scientific inquiry ability for students,using scaffolding instruction for training scientific inquiry ability in the inquiry experiment.Firstly,the part conducts adaptability analysis on training scaffolding instruction and scientific inquiry ability;then applies the method to carry out teaching design in the four inquiry experiments,and conducts three-month teaching practice in the experimental class.Finally,the part tests the scientific inquiry ability of the experimental class and control class,passes independent sample T experiment,and analyzes scoring rate of grade of second-level index.The result shows that the scaffolding instruction can effectively train scientific inquiry ability of students.Fourth part summarizes the research,reflects on the problems in the research process,and proposes future research prospects.The research applies the scaffolding instruction into the exploration test,and has a certain reference value and significance for cultivation of scientific inquiry ability.更多还原