【作者】 高芳；

【导师】 曹明富；

【作者基本信息】 杭州师范大学 ， 课程与教学论， 2012， 硕士

【摘要】 学习进程(LPs)是近几年美国科学教育改革中出现的新理念,目前已引起美国众多科学教育学者的关注。学习进程描述学生在恰当的教学条件下,对科学概念以及相关科学实践的理解和应用能力,随着时间的推移逐渐生长,趋于复杂、深入的过程。而在国内,有关“学习进程”这个概念的研究还鲜有研究,但一部分学者已经开始意识到在我国基础教育课程改革阶段,需要对科学课程结构进行合理调整,改变科学课程的结构,从而使学生建立适应社会的知识结构。本研究通过文献研究法,梳理了国内外关于“学习进程”的现有研究成果,对这一理念的产生背景、内涵和特点以及学习进程与课程标准、教学和评价之间的关系进行阐释,为本课题的开展提供系统的理论依据。再通过问卷调查法对5~9年级学生关于“生态系统”概念性理解的学习进程进行实证研究。问卷调查结果表明：①小学阶段学生浅显地学习了“生态系统”的核心概念,缺少对核心概念的进一步探索和加深,学生在完成本阶段的学习后,头脑中还存在着体现不同理解水平迷思概念,并且直到下一阶段学习“生态系统”之前,这些迷思概念一直存在,这些前概念不是因为粗心大意所导致的错误,而是学生以他们的头脑中已有的知识框架来合理化其自身的想法,以对应他们所面临的问题。②相同年级的学生对问题的理解呈现出不同水平,而且不同年级的学生也并不一定按照随着年龄的增加,其认知理解水平就呈现稳定增长的趋势。实际情况是,有些学生在较小的年龄阶段就已经达到了较高的认知水平,如在回答某些问题时,五年级的学生对“生态系统”问题的分析和认知已经达到了和九年级学生相当的水平。针对以上情况,为了促进每个学生的学习和认知发展,本文论文建议：各个阶段的科学教师在进行“生态系统”相关内容的教学时,需要对学生整个学习过程中的每个阶段所能达到的水平有清晰地认识,从而设计与之对应的教学目标以及选择合适的教学方法。另外,学校在按照科学课程正常教学过程中,还可以给学生提供丰富的相关杂志和书籍,或组织相关探究性科学活动,帮助学生在丰富课余生活的同时,开阔学生的科学视野,增长科学知识,学生通过活动等娱乐的方式,将能更好地建构他们的知识体系。更多还原

【Abstract】 The concept of "Learning progressions" has emerged in recent years, and has attracted growing attention in science education reform community. LPs are ordered descriptions about how students’understanding of core scientific concepts and explanations and related scientific practices grow and become more sophisticated over time, with approach instruction. In our country, there are few researches on "Learning Progressions", but some scholars have begun to realize that a more coherent science curriculum structure is needed with the new round reform of elementary education in China, which enables the students to develop the useful knowledge to adapt the society.This research summarizes the results of the domestic and international researches about "learning progression" through the methods of literature research. This research briefly introduces the background of this concept, and focus on the connotation and the characteristics of LPs, which may be used as a means of aligning standards, instruction, and assessment. Then the research has achieved a conceptually coherent and empirically validated learning progression for ecological systems from students in upper elementary to junior school through the questionnaire survey.Questionnaires survey results show that:①The students only superficially learn the core concepts of "ecosystems" in primary school, lack of the further exploration and deepen the core concepts. After the completion of this phase of the study, there is still exists different levels of understanding of misconceptions, and until the next phase of leaning "ecosystem", these misconceptions have always existed. These misconceptions are not mistakes due to negligent, but to their existing knowledge framework to correspond to the problems they face.②On the understanding of the problems, the same grade students are present different levels, and different grade students also do not necessarily follow the increase age, the cognitive level of understanding is a steady growth trend. Actually, some students in smaller age has reached a higher cognitive level, such as response to certain problems about "ecosystem", the analysis and cognitive ability of the fifth grade students has reached a considerable level of the ninth grade students.In view of the above situations, in order to promote each student’s learning and cognitive development, this paper suggests:science teachers from elementary school to middle school, should have clear understandings about the whole learning process when teaching "ecosystem", and should design the corresponding teaching goal and choose the suitable teaching methods. In addition, in accordance with normal school science curriculum teaching process, teachers may also provide students with a wealth of some journals and books relevant to science education, which can broaden the students’scientific view, the growth of scientific knowledge. Through some other forms of entertainment, such reading and scientific inquiry activity, it will be better to construct their knowledge system.更多还原