【作者】 兰蓉；

【导师】 徐敏华；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 新课标、新课程、新高考综合改革背景下,培养学生核心素养成为当代教育改革的主题,如何在高三生物学复习中有效提升学生的科学思维能力意义深远。目前已有研究多集中于基于PBL教学模式培养学生生物学核心素养的理论与策略,但在核心素养的评价方面还没有进行深入研究。结合高三生物学复习课时间短、头绪多、容量大、节奏快等问题,,本研究将PBL教学模式运用于高三生物学复习课,在提升高三复习效率的同时有效促进学生科学思维能力的发展。通过文献查阅,梳理适用于高三生物学复习的PBL教学流程,即创设情景、提出问题,提炼问题、分析问题,小组合作、自主探究,解决问题、展示交流,反馈评价、总结提升,问题拓展、学以致用。采用问卷法,以某校高三年级的学生及教师作为调查对象,结果表明:在目前以教师为主导的讲练结合传统教学模式中,教师更关注学生的知识掌握程度,无法发挥学生的主体能动性,对学生科学思维能力的提升关注不足。本研究以某校高三年级4个班学生为研究对象,实验组采用PBL教学模式授课,对照组采用传统模式授课。通过16个课时教学实践后,实验组与对照组学生在科学思维能力上出现显著性差异(P<0.05),且实验组学生学业成绩表现明显优于对照组。结果表明,使用PBL教学模式能有效培养学生科学思维能力,尤其对归纳与演绎、模型与建模两个能力影响明显,对学业成绩中等及以上学生的正向影响更为显著,也能有效促进有效分(联考统一划定的本科分)上下5分以内学生的转化,也可以提高学生的问题意识。通过教师教学效果评价工具和学生学习效果评价工具(教师与学生双视角)进行测评,发现多角度评价有助于优化课堂教学效果。但要应用好PBL教学模式还需要老师深度备课,设梯度问题,抓有效提问。对学生课前抓小组建设,课中重合理评价,课后需个别辅导。更多还原

【Abstract】 Under the background of the comprehensive reform of new curriculum standard,new curriculum and new college entrance examination,cultivating students ’core literacy has become the theme of contemporary education reform.How to effectively improve students’ scientific thinking ability in the biology review of senior three is of far-reaching significance.At present,most studies have focused on the theories and strategies of cultivating students’ core biological literacy based on PBL teaching mode,but there is no in-depth research on the evaluation of core literacy.Combined with the problems such as short time,many ideas,large capacity and fast pace of the biology review class,this study applies PBL teaching mode to the biology review class,which effectively improves the efficiency of the review and effectively promotes the development of students’ scientific thinking ability.Through literature review,the PBL teaching process suitable for biology review in senior three is sorted out,that is,creating situations,asking questions,refining problems,analyzing problems,group cooperation,independent inquiry,solving problems,display and exchange,feedback evaluation,summary and improvement,expanding problems,and applying what we have learned.The questionnaire method is adopted to take the students and teachers of a certain school as the survey objects.The results show that in the traditional teaching mode,teachers pay more attention to students ’knowledge mastery,are unable to give play to students’ main initiative,and pay insufficient attention to the improvement of students’ scientific thinking ability.In this study,students from four classes in grade three of a certain school were studied.The experimental group adopted PBL teaching mode,and the control group adopted traditional teaching mode.After 16 hours of teaching practice,the students in scientific thinking ability(P<0.05),and the academic performance of the experimental group was significantly better than that of the control group.The results show that the use of PBL teaching mode can effectively cultivate students ’scientific thinking ability,especially for induction and deduction,model and modeling ability obviously,the positive effect of students more significant,also can effectively promote effective points(unified defined undergraduate points)up and down within 5 points of the students,also can improve the students’ problem consciousness.Through the teacher teaching effect evaluation tool and the student learning effect evaluation tool(teachers and students),it is found that the multi-angle evaluation is helpful to optimize the classroom teaching effect.However,in order to apply the PBL teaching mode well,teachers still need to prepare lessons deeply,set gradient questions,and grasp effective questions.To students’ group construction before class,reasonable evaluation in class,after class need individual tutoring.更多还原