| 中文题名： | 小学科学教学中的探究活动分析——基于对北京X国际小学的课堂观察 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 045117 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2022-06-11 |
| 答辩日期： | 2022-06-01 |
| 外文题名： | Analysis of Inquiry Activities in Elementary School Science Teaching |
| 中文关键词： | |
| 中文摘要： |
获取科学知识，更重要的是可以在探索过程中形成良好的科学精神和科学素养，从而受 益终生。高质量的科学教育活动，需要教师精心设计与组织实施，其中探究活动作为有效 教学的核心之一，在传递科学知识和技能、培养科学态度、引导学生合作交流与自我反思 方面起着十分重要的作用，影响着科学教育活动的质量和效果。 本研究采用观察法、访谈法和文献法，以北京市某国际小学的 8 堂科学课为观察对象， 以该校科学学科的教师为访谈对象，以探究活动的呈现为切入点，对科学课的课堂教学进 行了分析，解科学教学实践中的经验与问题，并提出解决问题的对策，以期对提升小学科 学的教学质量有所助益。 第一章，提出研究问题。从研究问题的缘起、相关文献参考综述、核心概念的界定、 问题的初步探究、研究问题提出的意义、探究问题的方法六个侧重点进行展开。归纳和分 析科学教育活动的作用和意义，提出核心素养的重要性，之后借鉴和参考现有研究，进一 步明确需要研究问题的核心，将“提问设计、提问时机、提问形式、提问内容、理答方式” 作为科学任课教师组织提问的基础，完善教师提问的编码体系。 第二章，通过现实课例对学生科学课堂中科学探究活动的现状进行分析。将某国际学 校记录和收集到的课例，转录为逐字稿，根据实例观察小学科学课探究活动教学的开展， 从多个关键层面进行认真观测，剖析课堂观察中获取的数据，在此基础上，再围绕教师为 重点，展开有针对性的深入访谈，加深对小学科学课程教学方法现状的了解，提出基础问 题和猜想。 第三章，阐述学生科学课堂科学探究活动中存在的主要问题，结合已述课例以及访谈 稿，本研究发现存在以下问题：学生课堂参与度不足、师生互动方 式单一、探究问题大 多由教师提出、探究资源投入不足、科学教师的教学专业素质等。明确这些存在问题的侧 重面和集中点，分析问题的细节，以及存在问题对学生科学探究活动的影响，指出存在问 题的解决对于学生学习以及教师教学的重要性。学校科学教育活动中存在的问题的成因探 索。同样基于已有课例和访谈结果，经过反复的论证，剖析科学课上科学探究活动中存在 的诸多问题的成因，将“教育观念的陈旧缺乏革新、学习理论照搬缺乏钻研、提问设计相 对简单缺乏深入认识、理答经验不足缺乏积累、提问后的自我反思意识薄弱缺乏复盘精神” 这些成因调理清晰化，明确这些成因的作用。I
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第四章，提出改进建议。提出了五项改进的具体策略，包括：教师努力提升自身的科 学素养、改进教学方法、加强学校对科学课的重视、家长参与科学教育等。 通过四个章节的阐述，从研究背景着手，理清研究的思路，提出研究的问题，分析研 究问题的因素，明确本项研究的意义，最终得出研究的结论，有效的将课例与理论有效互 联，双向验证，达成本研究的最终目的。 |
| 外文摘要： |
Science education courses have an irreplaceable role and value for the development of students' physical and mental health. Students improve scientific literacy and the spirit of science through the study of science education classes, access to knowledge which lays the foundation for students' future scientific exploration and benefits students a lot. In scientific inquiry and exploration, it is not difficult for us to find that the careful design of the course teaching process and the organization and implementation of the curriculum directly affect the quality of this scientific education activity. The inquiry activity is one of the cores of effective teaching, which can pass on a large amount of scientific knowledge to students, bring students rich scientific skills, cultivate students' good scientific attitudes, guide students to learn from each other, promote effective communication among students and play an important role in science education activities. It is directly reflected in the quality and effectiveness of science education activities. The study uses observation and interview method and take 8 science classes of an international primary school in Beijing as the observation object and take the science teachers as the interview object. The study takes the presentation of the inquiry link as the starting point， analyzes the classroom teaching of the science class and tries to understand the experience and problems.The study also proposes countermeasures to solve the problem in order to help improve the teaching quality of primary school science lessons. The first chapter organizes the relevant literature reference review, defines the details of the core concept and the preliminary exploration, determines where the significance of the research problem is proposed and finally clarifies what the methods of exploring the problem are. It also summarize and analyze the role and significance of science education activities, put forward the importance of core literacy and then draw on and refer to existing research, further clarify the core of the and improve the coding system for teachers to ask questions. The second chapter analyzes the current situation of scientific inquiry activities in students' science classrooms through realistic lesson examples. The lesson examples recorded and collected by an international school are transcribed into verbatim drafts. The teaching of science lessons inquiry activities is observed according to examples,. Careful observations are made from multiple key levels, the data obtained in the classroom observation are analyzed, and on this basis, targeted in-depth interviews are carried out around the focus on teachers, deepening the understanding of the current situation of teaching methods in primary school science courses, and putting forward basic questions and conjectures. IV
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The third chapter, which elaborates on the main problems in the scientific inquiry activities of the student science classroom, combined with the described lesson examples and the interview draft. This study finds the following problems: insufficient participation, single teacher-student interaction method, insufficient investment in inquiry resources, and the teaching professional quality of science teachers.It clarify the focus and concentration point of these problems, analyze the causes of the problems and the impact of the existing problems on students' scientific inquiry activities, and point out the necessity of solving the existing problems for students' learning and teachers' teaching. It explores the causes of many problems in the educational activities of school science courses. It is also based on the existing lesson examples and interview results. After repeated argumentation, the causes of many problems in the scientific inquiry activities in the science class are analyzed. The causes of the old educational concepts have not followed the pace to sort out the new concepts. The learning theory is not taught according to the script. The classroom questioning process design is relatively simple and does not have a deep understanding, the lack of long-term accumulation of experience in responding to and answering questions. The completion of questions cannot be repeated without the spirit of review", and the role of these causes is clear. The fourth chapter proposes improvements. Five specific strategies for improvement are proposed, including: teachers' efforts to improve their own scientific literacy, improve teaching methods, strengthen schools' emphasis on science lessons, and parents' participation in science education. Through the elaboration of the four chapters, the study clarifies the research ideas, proposes the research questions, analyzes the factors of the research problems, clarifies the significance of the research and finally draws the conclusions of the research, effectively interconnecting the examples with the theory and achieving the ultimate goal of cost research. |
| 参考文献总数： | 53 |
| 馆藏号： | 硕045117/22008 |
| 开放日期： | 2023-06-11 |
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