中文摘要
《普通高中生物课程标准》明确提出“培养学生的科学素养”“倡导探究性学习”的基本理念,这顺应了现代生活和未来发展的需要。另外新课标在基本建议中提出要重视科学史的学习,特别注重学生通过科学史的学习提高科学精神和探究能力,强调充分发挥生物学史的教育价值。
首先通过查阅、学习国内外关于科学史、模型建构的相关理论,分析生物科学史的作用, 及利用科学史培养学生探究模型建构的过程;通过对生物科学史、模型建构、教学模式等概念的界定,以及通过对“认知学习理论”、“建构主义学习论’’、“自主学习理论”、“学习心
理学理论”.“科学认识论理论一.“兴趣和动机理论”等理论的分析,对建构利用生物科学史培养学生建模能力的教学模式的理论依据作初步探索。然后,进一步分析建立生物模型的思维、建立生物模型一般思维流程、提出建立或选择生物模型要遵循的几点要求以及建模能力
培养原则等。根据这些理论依据,探讨了生物科学史与建立生物模型的有机结合方式,建构了利用生物学史培养学生生物建模能力的教学模式: 。学习——模仿——龟U新”,指出这种模式应贯穿于建模能力培养的教学过程中每一个环节。通过此教学模式应用到实践教学中,
发现利用生物科学史培养学生的建模能力能够促进学生思维能力的发展、优化了学生的认知结构、使学生的方法意识得到了加强、发展了学生的探究能力。所以,该模式对于培养学生的建模能力具有显著的促进作用,而且对于培养学生的生物思维能力及探究精神也有一定的作用。
关键词:生物模型 生物科学史 建模能力
ABSTRACT
On the basis of psychology and pedagogy theories,present study explores bination of biology science history and inquiry learning,in which some tissues of inquiry learning are addressed by means of biology science history。and some teaching modes are put these modes,with biology science history as the carrier,the inquiring learning was achieved through a series of basic addition,author describes the theoretic base,implementing procedure and matters needing attention,and at the same time,some teaching cases of mode teaching are i l lustrated.
At first by referring and studying the relative theories on science history and making models both at home and abroad;analyzing the function of biological science history and using science history to foster students’mind of probing and
researching;defining the definition of the biological science history,making model teaching mode and analyzing the theories of learning,learning phi losophy,interest
and motivation,theoretical basis of the teaching mode are initially approacbed
of making models and using biological science history to foster students’ ability of making key elements of thoughts how to make biological models are it is stressed that biological models play a very important role in both the development of biology and biologica
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