初一生物教學(xué)中學(xué)生“假設(shè)能力”培養(yǎng)的實(shí)驗(yàn)研究.pdf

1、廣西師范大學(xué)碩士學(xué)位論文初一生物教學(xué)中學(xué)生“假設(shè)能力”培養(yǎng)的實(shí)驗(yàn)研究姓名：檀俊申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論指導(dǎo)教師：宋鳳寧20070501IITheExperimentalStudyonStudentsAbilityofHypothesisinBiologyTeachinginGradeOneofJuniSchoolAuth:TanjunTut:SongFengningMaj:CurriculumInstructionTheyF

2、ield:TeachingPsychologyGrade:2004Abstract“Theabilityofhypothesis”isthecelinkofscientificinquiry.Fimprovingtheteachinglearningofscientificinquiryitsveryimptanttoundersthowthestudentsconducttheirhypothesiswhatfactsaffectth

3、estudentshypothesiswhatthemajdifficultiesthestudentshavewhenconductinghypothesis.Therearemanyresourcesintheteachingofbiologyasthethemesofinquiry.Therefeitispossibletocultivatestudentsabilityofhypothesisintheteachingofbio

4、logyinquiry.Theentireteachingexperimentcomprisesofthreephases:“demonstrationlearning”“attemptingapplication”“consolidationimprovement”.Duringthesephasestheteacherwillcultivatethestudentsabilityofhypothesisstepbystep.Thet

5、eacherseffectofinstructivenesswillbegraduallydecreased.theteachersdontplaytheleadingroleanylonger.Meanwhilethestudentsautonomyisemergedfully.Inthisresearchwefirstlyaimatobtainingageneralideaofstudentsabilityofhypothesisa

6、tthepresentteachingstatusinjunischoolwiththefmofquestionnaire.Thenwecultivatedtheabilityofhypothesisbyasurveyonthemodelexperimentaldesignundertwogroupsnamelytheexperimentalclassthecontrolclass.SSwhoare107studentsoftwocla

7、ssesingradeoneofjunischoolistotakeathreemonthexperimentalstudy.Theresultofthequestionnairesshowsthat:(1)fewstudentsoftheexperimentalclasscanraiselotsofhypothesesrelatedtotheprobleminthepretest.Butthenumberofthestudentswh

8、ocanraiselotsofhypothesesrelatedtotheproblemisgreatlyincreasedafterexperimentalcultivating(2)Moststudentsoftheexperimentalclasscantexplainthereasonsofhypothesesinthepretestreasonably.Butthenumberofthestudentswhocanraiset

9、hereasonsofhypothesesisgreatlyincreasedafterexperimentalcultivating(3)Fewstudentsoftheexperimentalclasscanraisehypothesesspecificallyftheproblemcircumstanceinthepretest.Butthenumberofthestudentswhocanraisehypothesesspeci

10、ficallyftheproblemcircumstanceisgreatlyincreasedafterexperimentalcultivating(4)Thereisnosignificantdifferencesingendernationaldifferencesoftheexperimentalclassbetweenthepretesttheposttest(5)Thelowthemediumgroupoftheexper

11、imentalclasswhoseabilityofhypothesisarebetterthanthatbefetheexperimentalcultivatingbutthehighgroupisthesameasbefe（thestudentsaredividedintothreegroupsaccdingtothescesofthepretest）(6)Aftertheteachingofexperimentthereisnos