促進(jìn)高中生新陳代謝概念轉(zhuǎn)變的探究性教學(xué)研究.pdf

1、廣西師范大學(xué)碩士學(xué)位論文促進(jìn)高中生新陳代謝概念轉(zhuǎn)變的探究性教學(xué)研究姓名：莫秋霞申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)科教學(xué)·生物指導(dǎo)教師：周善義;毛敏20080318IIThe Inquiry-based Physics Instruction Study on Promoting Middle School Students’ Metabolism Conceptual Change Student : Mo Qiuxia Tutor

2、: Prof. Zhou Shanyi Middle school teacher of a senior classification: Mao Min Major : Subject Biology teaching Orientation : Middle school biological teaching Grade : 2005 Abstract Along with the formation and develo

3、pment of Information-based Economy, Countries around the world throw more and more importance onto Scientific Inquiry . They believe that Education of Scientific-inquiry is an indispensable way to improve their citizens’

4、 quality. Thus, how to carry out Scientific-inquiry in classroom teaching becomes a research topic. On the other hand, constructivists regard Scientific Inquiry a process to change the learners’ original concepts to sci

5、entific ones, and come up with this idea that “Learning is concept-changing.” A scientific concept is an important part of the system of science knowledge as well as the most elementary tool of scientific thinking.The a

6、pproch to change the concept is also the effective way of improning the education effect. This dissertation decribe the Inquiry-based teaching through a study on how to promote students’ concept change of metabolism. Thi

7、s author makes the following study. Firstly, it provides a general review about the situation and results of concept-change both at home and abroad. Secondly，it also presents the origin and characteristics of students’

8、pre-scientific concept. Students’ original structure is the starting point of our teaching. On the basis of some ancestors’ study results, this author designs a questionair of “the concept of metabolism test’’. This auth

9、or surveys students’ metabolism pre-concept by interviewing and the process of its transformation. Thirdly, this dissertation discusses the characteristics of Inquiry-based teaching, its teaching model, and the existing

10、problems and corresponding strategies. Fourthly, starting from students’ pre-conception, with the guidance of concept-change theories and Inquiry-based instruction, this author designs a inquiry-based instructional model

11、 which is on the basis of formers’ teaching model,and suits middle school students. Fifthly, it further examines the influence of teaching methods（muting-based mutation and traditional instilling）on students’ metabolism

12、 concept-change , in the way of single-factor-equal group experiments. The teaching process is designed in accordance with inquiry-based instruction of concept-change, based on the Chapter 3 of the middle school biology