【作者】 王秋华；

【导师】 陈继贞；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 面对科学技术的迅猛发展和知识总量的爆炸式增长，世界各国不约而同的将学会学习定为21世纪教育的核心。与此同时，新一轮生物学课程改革也已启动，如何转变学生学习方式和教会学生学习成为改革关注的焦点问题。学习策略作为促进学生学习方式转变的前提和衡量学生学会学习的根本标志，也就成为广大生物教育工作者研究的重点课题。 学习策略是指为了完成学习任务，学习者根据学习情景，安排、执行、评价、调控学习过程的一系列活动的有机整体。研究表明，不合适的学习策略能使学生渐渐失去对生物学的学习兴趣，致使生物课变成死物课。而适宜的学习策略不仅能使学生对生物学产生浓厚的学习兴趣，而且还能提高学生的学习质量。 目前，我国高中生物学学习策略状况还不容乐观。生物学学习的无计划性；学生对教师的依赖性太强；倾向于采用被动的、机械的学习策略，而分析、归纳、概括等精细加工、组织策略用的较少。 当前，我国高中生物学学习策略研究尚处于起步阶段，水平较低。外显的具体的学习方法研究较多，且大多数研究集中在某一学习环节的改进和完善，而对于内隐的、高级的认知策略研究较少。大多数生物学学习策略的研究，是对一般学习策略理论的直接引入，不能融会贯通。对高中生物学学习策略现状的研究较少；对高中生物学学习策略水平不高的原因探索的较少；对高中生物学学习策略体系的构建及其优化研究也相当缺乏。为此，本文从我国高中生物学学习策略现状入手，对其学习策略体系的构建及优化进行了深入研究。以期能给生物学教学改革提供实证材料，能对生物学教学质量的提高和策略型学习者的形成有一定的理论价值和现实意义。 本文主要采用：问卷调查法、文献调研法、专家访谈法、数理统计法等方法，得出以下结论： i 对山东省 25所学校 ic00名学生的调查表明：高中生物学成绩优秀学生与成绩较差学生的学习策略总体水平及具体学习策略使用都存在极显著的差异O删．侧1L学习策略水平的差异股成优生、差生生物学成绩差异的主要原因之一。因此，通过生物学学习策略教学，账学生掌握和使用学习策略，能有效地改进成绩较差学生的学习质量，在一定程度上减少他们的学习困难。 2虽然高中生物学成绩优秀学生的学习策略水平极显著的高于差生的，但统计狮并没有出现预期的两极分化，表明优生的学习策略水平也没有达到一定高度。分析其原因可能有：＊）学生的生物学学习兴趣长期受压抑；Q）生物学学习动机是以外部的，表面型动机为主；＊）受重教轻学影响，形成了单一、被动、毗的学习方式。因此，优化优生的生物学学习策略，克肌生生物学学习中的“高原期”，是进一步提高生物学学习质量的重要途径。 3优生中生物学学习策略水平存在性别差异．这主要是由于男、女学生不同的生理、。C理特征引起的。而差生中生物学学习策略性别差异不显著。这是因为他们的生物学学习策略水平都处于较低水平的原因。因此，在学习策略教学中要注意个体差异，因材施教。 4与成立专门的生物学学习策略培训班相比，广大师生更乐意接受生物学学习策略训练教学与生物学学科内容教学相结合的形式。可能的原因是：山学科学习策略的训练离不开学科知识本身；＊高中学习时间太紧张，不可能拿出专门的时间进行学科学习策略培勺儿 5在调查的基础上，结合高中生身。“支展特征以及学习策略理论和实践成果，拘建了高中生物学学习策略体系。体系包括七大策邮列：情意优化策略、克分准备策略、自我监控策略、理解掌握策略、现察实验策略、问题解决策略和学习方法掌握策略。 6唤醒高中生生物学学习兴趣、优化学习动机、磨练意志和体验学习的成功是情意优化策略实现的保证。该策略旨在提高学生学习生物学的积极性、主动性以及促进学生生物学态度、观念的形成。 7准备生物学学习材料、了解自我学习特点和准备学习策略是充分准备策略实现的基础。此策略目的在于促进学生对生物学学科性质、学习目的与任务、自身学习特点、以及策略性知识的全面理解。 二 8生物学学习时间的管理和学习过程的调控是自我监控策略实现的保障。本策略以期提高学生的元认知监控能力。 9学会选择注意、充分理解和记忆保持是理解掌握策略实现的关键。该策略主要眼高学生学习生物学基础知识的能力。 ic明确观察目的、确定观察顺序、观思结合、眼手并用和做好实验前的知识、技能、。G理准备、加强对实验进程的调控、对整个实验做好分析总结舰察实验策略实现的核。。。此策啪于提高学生观察和实验能力。 11审好题、形成解题策略、解题策略的执行与监控、回顾总结是问题解决策略实现的重要环节。该策略主要针对培养学生应用生物学知识解决实际问题的能力。更多还原

【Abstract】 With the rapid development of IT and the blasting increase of the total quantity of knowledge, every country regard the subject, "Learning to learn", as the core of 21st education voluntarily. Meanwhile, New course reform is just starting. How to alter students’ learning styles and teach them learn by themselves is the focus of reform. As the fundamental of propel learning ways change and sign to weigh if students can learn by themselves, learning strategies is the key subject of most biology educationist.Learning strategies is procedure, law, way, technique and adjust methods during effective learning. It is researched, unsuitable or wrong strategies make students lose interests so as that research on living species change into corpse study. Whereas suitable and good strategies increase learning interests and improve learning quality.Nowadays the level of biology learning strategies is not so optimistic. Learning process is always unplanned during which students are used to adopting passive and mechanic ways, relying strongly on teacher, lacking analysis, induction and generalization.At present, it is in the phase of starting, with low level. Most are apparent and concrete research, centered in the improvement and prefect in certain circle, lacking inner and abstract research. During which most quote theories, lack of specific analysis. Research on the present of learning strategies in senior high school biology is less. Research on the reason of the learning strategies in the low level is few. To research that the system of senior high school biology learning strategies set up and its optimization are very lack. Therefore, the article is concentrated on learning strategies, having a deep research of the formation and optimization. It is hoped to play an important role theorically and practically to improve learning quality and propel teaching reform and promote the formation of the strategy type learners.By use of paper investigation, documents research, experts interview and digit statistics, it makes the following conclusion:1. The investigation on the l000students in 25 schools in Shandong Province shows that there are obvious differences in the whole level of learning strategiesand specific use of it between good students and poor students in senior high school’s biology study. The different level of learning strategies is the main reason of this. So the teaching of learning strategies is a good way of impelling the students to master and use the strategy and improving the learning quantity of poor students. It can reduce their difficulty on learning some way.2. Although the good students’ level of learning strategies is obviously higher than the poor students’, there is no great gap between them as the strategy predicted. Meanwhile, the level of learning strategies of good students hasn’t reached a certain height. The reasons may be: (1)The students’ interests on learning biology has long been oppressed.(2)The motive learning is mainly external and surface.(3)Influenced by the emphasis of teaching and ignorance of studying ,the students have formed a simple, passive and mechanical manner of learning. So to optimize the biology learning strategies and overcome the "Highland period "of good students is an important method of raising the quantity of biology learning.3. There is difference in sex in the biology learning strategies between good students. This is because the different features of physiology and psychology. But this kind of difference is not notable between poor students. That is because all of the levels of biology learning strategies are very low. So in the process of learning teaching we should pay attention to individual difference and teach them according to their own situations.4. In contrast to the special training class for the strategy of biology learning, teachers and students are more willing to accept the combination of strategy training and the content of the biology. The reason may be: (1) The training of learning strategies relate to the kno更多还原