上海高中生生命科学素养现状调查与学业水平考试的探究
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摘要
本研究旨在根据新课程改革中高中生命科学课程标准的核心理念,以及高中学业水平考试与生命科学素养测量的相关理论,调查研究目前上海市高中生生命科学学业水平的现状,探讨高中学生生命科学素养水平的影响因素。
在上海市教育委员会2004年制定的《上海市中学生命科学课程标准(试行稿)》中将培养全体学生的生命科学素养作为课程标准实施中的核心内容。高中生生命科学素养的培养,离不开学校教育和教师的教学,也离不开高中阶段最终的检验环节——高中学业水平考试。本文以上海市高中生命科学结业考试的调查为切入点,从实践层面上对上海市高中生生命科学素养现状实施调查,结合新课程改革下高中学业水平考试的发展和性质,探讨新课程改革中高中阶段需要的学业水平考试与生命科学素养测量的关系和作用,以及如何综合评价学生的生命科学素养水平。本研究主要采用文献法、问卷调查法、访谈法等研究方法加以研究。
首先,本文通过文献综述回顾了新课程改革的背景和理念,回顾了科学素养概念的产生、发展以及测量模型和理论;详细阐述了生命科学素养的内涵和维度;探讨了高中生命科学学业水平与学生生命科学素养测量的相关性,分析了高中生命科学学业水平考试对保障高中生生命科学素养水平的独特优势和社会影响。
其次,本文调查分析了上海市高中生命科学结业考试的考试模式和试卷质量,然后根据课程标准编制了《上海市高中生生命科学素养测试》调查问卷,对上海市640名高中生进行了生命科学素养测量,认为目前上海市高中生生命科学素养总体水平不容乐观,特别是在过程与方法维度的培养上很多学生远远没有达到课程标准的要求,同时本研究分析了学校类型、学生文理分科对培养学生生命科学素养水平的影响。从调查结果分析中发现缺乏相应的考试监督制度影响了目前高中结业考的质量和积极性,需要教育相关部门规范高中学业水平考试。
最后,本文认为关于生命科学素养的研究有着非常广阔的空间,本研究有助于其他教育工作者发掘其他形式的问卷编制方法和调查方法,对高中生生命科学素养测量加以改善和发展。
希望本文能对后来从事此方向的研究者提供值得参考和借鉴的理论策略和实践操作策略,有助于促进生物学教师更好地理解新课程的生命科学素养理念。
This thesis is aimed at researching the current level of the Shanghai high school students' biological Science literacy, and the factors of high school students' literacy of life science, under the new curriculum reform, with the core philosophy of the high school life science curriculum standards, high school achievement test and measurement theory of science literacy.
Shanghai Education Committee in 2004's published "Shanghai life science Curriculum Standards of Ordinary high school", in which all high school students will improve the quality of literacy of life science in the implementation of the curriculum as the core content. In cultivating literacy of life science of high school students, not only be school education and teachers, but also high school achievement test at the high school stage of the final test session. Based on the Shanghai high school life science curriculum examination of the closure of entry points for the survey, the practice form of promoting scientific literacy of high school students in Shanghai Investigation, high school in need of high school achievement test and measurement of science literacy, in order to promote and comprehensively evaluate Shanghai high school students' literacy of life science. This research used literature, surveys, interviews and other research methods to study.
The theory of the background and philosophy on the new curriculum reform is in Chaper1, the review of the history of scientific literacy and literacy of life science is in Chapter2, and the relationship between high school achievement test and the measurement of literacy of life science is in Chapter3. Based on these theory and reviews, this thesis tried to analysis the high school achievement test for the protection of biological science literacy level of high school students the unique advantage and social impact.
The investigation of the Shanghai high school life science curriculum achievement examination system and the quality of the examination questions is in the Chapter4, the survey of Shanghai high school students' biological science literacy is in Chapter5, and the analysis on the level of Shanghai high school students' biological science literacy and factors is in Chapter6. The lack of appropriate supervision and examination system affects the quality and enthusiasm of the current high school achievement test. This study in accordance with curriculum standards, "the Shanghai high school students of scientific literacy test" questionnaire, 640 high school students in Shanghai conducted a survey of scientific accomplishment.
The conclusions of this study is in Chapter7, which high school students overall level of scientific literacy is not optimistic, particularly in the dimensions of the process and methods of cultivation of many students falls far short of the requirements of the curriculum standards. At the same time this study analyzed the types of schools, students of Arts and Science division of biological sciences student literacy levels in that phase of the high school division of Arts and the comprehensive development of the affected students, all high school students need a common platform for high school proficiency test to detect biological scientific accomplishment level. In this paper, that this study can explore other forms of questionnaire preparation and investigation methods of scientific accomplishment of high school students to measure the improvement and development.
This research should for researchers in this direction to be able to provide information and learn from the theory and practice of strategic operations strategy. The quality of life science research has a very broad space and will help life science curriculum teachers promote a better understanding of the new curriculum on educational philosophy.
在上海市教育委员会2004年制定的《上海市中学生命科学课程标准(试行稿)》中将培养全体学生的生命科学素养作为课程标准实施中的核心内容。高中生生命科学素养的培养,离不开学校教育和教师的教学,也离不开高中阶段最终的检验环节——高中学业水平考试。本文以上海市高中生命科学结业考试的调查为切入点,从实践层面上对上海市高中生生命科学素养现状实施调查,结合新课程改革下高中学业水平考试的发展和性质,探讨新课程改革中高中阶段需要的学业水平考试与生命科学素养测量的关系和作用,以及如何综合评价学生的生命科学素养水平。本研究主要采用文献法、问卷调查法、访谈法等研究方法加以研究。
首先,本文通过文献综述回顾了新课程改革的背景和理念,回顾了科学素养概念的产生、发展以及测量模型和理论;详细阐述了生命科学素养的内涵和维度;探讨了高中生命科学学业水平与学生生命科学素养测量的相关性,分析了高中生命科学学业水平考试对保障高中生生命科学素养水平的独特优势和社会影响。
其次,本文调查分析了上海市高中生命科学结业考试的考试模式和试卷质量,然后根据课程标准编制了《上海市高中生生命科学素养测试》调查问卷,对上海市640名高中生进行了生命科学素养测量,认为目前上海市高中生生命科学素养总体水平不容乐观,特别是在过程与方法维度的培养上很多学生远远没有达到课程标准的要求,同时本研究分析了学校类型、学生文理分科对培养学生生命科学素养水平的影响。从调查结果分析中发现缺乏相应的考试监督制度影响了目前高中结业考的质量和积极性,需要教育相关部门规范高中学业水平考试。
最后,本文认为关于生命科学素养的研究有着非常广阔的空间,本研究有助于其他教育工作者发掘其他形式的问卷编制方法和调查方法,对高中生生命科学素养测量加以改善和发展。
希望本文能对后来从事此方向的研究者提供值得参考和借鉴的理论策略和实践操作策略,有助于促进生物学教师更好地理解新课程的生命科学素养理念。
This thesis is aimed at researching the current level of the Shanghai high school students' biological Science literacy, and the factors of high school students' literacy of life science, under the new curriculum reform, with the core philosophy of the high school life science curriculum standards, high school achievement test and measurement theory of science literacy.
Shanghai Education Committee in 2004's published "Shanghai life science Curriculum Standards of Ordinary high school", in which all high school students will improve the quality of literacy of life science in the implementation of the curriculum as the core content. In cultivating literacy of life science of high school students, not only be school education and teachers, but also high school achievement test at the high school stage of the final test session. Based on the Shanghai high school life science curriculum examination of the closure of entry points for the survey, the practice form of promoting scientific literacy of high school students in Shanghai Investigation, high school in need of high school achievement test and measurement of science literacy, in order to promote and comprehensively evaluate Shanghai high school students' literacy of life science. This research used literature, surveys, interviews and other research methods to study.
The theory of the background and philosophy on the new curriculum reform is in Chaper1, the review of the history of scientific literacy and literacy of life science is in Chapter2, and the relationship between high school achievement test and the measurement of literacy of life science is in Chapter3. Based on these theory and reviews, this thesis tried to analysis the high school achievement test for the protection of biological science literacy level of high school students the unique advantage and social impact.
The investigation of the Shanghai high school life science curriculum achievement examination system and the quality of the examination questions is in the Chapter4, the survey of Shanghai high school students' biological science literacy is in Chapter5, and the analysis on the level of Shanghai high school students' biological science literacy and factors is in Chapter6. The lack of appropriate supervision and examination system affects the quality and enthusiasm of the current high school achievement test. This study in accordance with curriculum standards, "the Shanghai high school students of scientific literacy test" questionnaire, 640 high school students in Shanghai conducted a survey of scientific accomplishment.
The conclusions of this study is in Chapter7, which high school students overall level of scientific literacy is not optimistic, particularly in the dimensions of the process and methods of cultivation of many students falls far short of the requirements of the curriculum standards. At the same time this study analyzed the types of schools, students of Arts and Science division of biological sciences student literacy levels in that phase of the high school division of Arts and the comprehensive development of the affected students, all high school students need a common platform for high school proficiency test to detect biological scientific accomplishment level. In this paper, that this study can explore other forms of questionnaire preparation and investigation methods of scientific accomplishment of high school students to measure the improvement and development.
This research should for researchers in this direction to be able to provide information and learn from the theory and practice of strategic operations strategy. The quality of life science research has a very broad space and will help life science curriculum teachers promote a better understanding of the new curriculum on educational philosophy.
引文
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[3]白水泉,王菲.论素质教育中会考的功能及特征[J].教育展望,2000.5:20-21.
[4]郑长龙.国际理科课程改革的思考[J].外国教育研究,2002,29(6):23-31.
[5]刘丽鸿,张秉平.美英日三国科学教材的若干特色[J].教育评论,2004,(1):23-25.
[6]陈霞.基于课程标准的教育改革:美国的行动与启示[D].华东师范大学,2004.教育部制定.普通高中生物课程标准(实验)[M].北京:人民教育出版社,2003.4
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[11]中华人民共和国教育部制订.科学(7-9年级)课程标准(实验稿)[M].北京:北京师范大学出版社.2005,1.
[12]郑晓蕙.上海市中学生命科学课程标准的比较研究[J].生物学教学,2004,29(1):13-14.
[13]生物课程标准研制组.《普通高中:生物课程标准(实验)解读》[M].南京:江苏教育出版社.2005,1.
[14]上海市教育委员会.上海市普通中小学课程方案[M].上海:上海教育出版社.2003.
[15]钟启泉,崔允漷,张华.为了中华民族的复兴为了每位学生的发展《基础教育改革纲要(试行)解读》[M].上海:华东师范大学出版社,2001,8.
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[17]中华人民共和国教育部制定.普通高中生物课程标准(实验).北京:人民教育出版社,2003.
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[20]Pella,M.et al."Referents to Scientific Literacy." Journal of Research in Science Teaching,4:199-208.1996.
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