中学生物实验教学中发散性思维培养的探索
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摘要
生物学是一门实验科学。生物学实验教学中蕴含着培养学生发散性思维的各种因素,教师应把生物实验教学作为培养学生发散性思维的重要手段之一。新研制的《全日制义务教育生物课程标准(实验稿)》倡导探究性学习,力图改变学生的学习方式,引导学生主动参与、乐于探究、勤于动手,逐步培养学生收集和处理科学信息的能力、获取新知识的能力、分析和解决问题的能力,以及交流与合作的能力等,突出创新精神和实践能力的培养。
本文对初中《生物学》(八年级下)“酒精或烟草浸出液对水蚤心率的影响”的实验开设情况,在长、株、潭三地的七所中学进行了教师问卷和学生问卷的调查。发现七所学校均没有开展这项实验,而是通过口头描述、分析实验过程来学习这部分内容,并非常典型地进行这样的实验分析:低浓度的酒精对水蚤的心率有促进作用,高浓度的酒精对水蚤的心率有抑制作用,由此推测出酗酒和吸烟对人体健康造成的危害。本文从该实验由来、教学目标、实验中存在的实际问题、酒精与人类健康的关系及如何改进进行了深入分析,并认为上述简单的推理不符合科学实验的严谨性,同时也限制了学生发散性思维的培养。为了探索中学生物实验教学中发散性思维培养的策略方法,本文从教学实践出发,进行了多项案例教学探索,将“种子在呼吸作用中释放CO_2”的演示实验变为学生参与的探究实验,引导学生对“馒头在口腔中的变化”的探究实验进行实验方案完善,通过“如何使用加酶洗衣粉”培养学生的实验设计能力,并创设开放性实验问题情景,让学生借助生物学方法探究洗衣粉的污染带来的危害,等等。
通过一系列的教学实践探索,笔者总结发现:中学生物的一些演示实验,学生参与少,不能满足学生的求知欲,若将演示实验改为探究性实验,发挥学生的主体作用,将有利于培养学生的发散性思维;教师在探究性实验教学中要注重实验分析,鼓励学生发现不足,在完善实验方案中激发他们的创新意识;对学生感兴趣的问题,教师应积极加以启发和引导,放手让他们自己寻求解决问题的思路,自己拟定实验方案,独立完成实验操作、现象记录、分析结果、得出结论,以此打开学生的思路;教师还应努力创设适合学生的开放性实验问题情景,让学生自主设计、自主探究、自主完善,教师是学生探究活动过程的伙伴,是良好的引导者、帮助者,以此训练学生的发散思维,培养创新能力。
The biology is an experimental science. There are various kinds of factors included in the biology experimental teaching to cultivate the students' divergent thinking. The teacher should raise the experimental teaching in biology as one of the most important ways to cultivate the students' divergent thinking. The latest publication The Full-time Compulsory Education Biology Curriculum Standard (Experimental Manuscript) initiates research-oriented learning, it tries to change the way of study, guides the students to participate initiatively and join the research gladly, exercise at times, which strengthens the students' ability in collection and scientific data procession, the ability to acquire new knowledge and to analyze and solve the problems, as well as the ability to communicate and cooperate with each other and so on, it gives prominence to the cultivation of the students' innovative spirits and the practice ability.
This thesis focuses on the study of the research-oriented experiment in Biology, the textbook of junior middle school (eighth grade 2nd), "The effect of alcohol and tobacco on the heartbeat rate of daphnia". The author made a questionnaire survey on both the teachers and the students from seven different junior middle schools in Changsha, Zhuzhou and Xiangtan, and found that these seven schools had not started this experiment. Instead of experimental study, they learnt this part by teachers' oral description, experimental procedures analyzing. Typically, they analyze this experiment in this way: low concentration alcohol is a stimulus to the cardiac rate of daphnia, while high concentration alcohol results in an inhibited effect, and the alcohol and tobacco acts as a stimulus to heartbeat rate. So they figured out that excessive drinking and smoking are bad for people's health. This thesis made a deep analysis on the sources of this experiment, teaching objectives, the practical problems existed in the process of this experiment, and the relationship between alcohol and people's health. And found out that this kind of simple speculation as mentioned before did not conform to the precise of scientific research. It also prohibited the students' divergent thinking. In order to find the strategic ways to cultivate the students' divergent thinking in middle school's biological experiment teaching. This thesis started from the teaching practice, and made explorations in several cases studies. Such as; the demonstration experiment "CO2 released from the seeds in respiration" was changed to be the students' participation research-oriented experiment, and instructed the students to perfect the planning of the experiment "Changes of steamed bread happened in mouth" by the research-oriented experiment, and cultivated the students' ability in experiment design by "How to use the enzymatic laundry powder?" and then set the openness situation for the experimental problems, helped the students to explore the pollution that brought up by the laundry powder by way of biological research, and so on.
Through a series of teaching practice explorations, the author summarizes and finds that less participation of the students can not satisfy the students' curiosity of knowledge. If we change these demonstration experiments into the exploration experiments and give full play to the students' leading role, it will benefit a lot to cultivate the students' divergent thinking. The teacher should pay more attention to the experiment analyses in the research-oriented teaching and encourage the students to find out the deficiencies, inspire their innovative minds by perfecting the experimental planning. As for the questions that the students are interested in, the teacher should give them some enlightenments and guidance, let them solve the problems by themselves. draw up the experimental plan, to complete the experiment, the phenomenon recording, the result analyzing, and then draw the conclusion of their own, only in this way can the teacher open the student's minds. The teacher should also establish openness experiment situations that suit the students, let the students design, explore, perfect by themselves. Teachers are the good partisans, guides, as well as good cooperators of the students in research-oriented studies and to train the students' ability in divergent thinking and to cultivate the students' capability of innovation by doing this.
本文对初中《生物学》(八年级下)“酒精或烟草浸出液对水蚤心率的影响”的实验开设情况,在长、株、潭三地的七所中学进行了教师问卷和学生问卷的调查。发现七所学校均没有开展这项实验,而是通过口头描述、分析实验过程来学习这部分内容,并非常典型地进行这样的实验分析:低浓度的酒精对水蚤的心率有促进作用,高浓度的酒精对水蚤的心率有抑制作用,由此推测出酗酒和吸烟对人体健康造成的危害。本文从该实验由来、教学目标、实验中存在的实际问题、酒精与人类健康的关系及如何改进进行了深入分析,并认为上述简单的推理不符合科学实验的严谨性,同时也限制了学生发散性思维的培养。为了探索中学生物实验教学中发散性思维培养的策略方法,本文从教学实践出发,进行了多项案例教学探索,将“种子在呼吸作用中释放CO_2”的演示实验变为学生参与的探究实验,引导学生对“馒头在口腔中的变化”的探究实验进行实验方案完善,通过“如何使用加酶洗衣粉”培养学生的实验设计能力,并创设开放性实验问题情景,让学生借助生物学方法探究洗衣粉的污染带来的危害,等等。
通过一系列的教学实践探索,笔者总结发现:中学生物的一些演示实验,学生参与少,不能满足学生的求知欲,若将演示实验改为探究性实验,发挥学生的主体作用,将有利于培养学生的发散性思维;教师在探究性实验教学中要注重实验分析,鼓励学生发现不足,在完善实验方案中激发他们的创新意识;对学生感兴趣的问题,教师应积极加以启发和引导,放手让他们自己寻求解决问题的思路,自己拟定实验方案,独立完成实验操作、现象记录、分析结果、得出结论,以此打开学生的思路;教师还应努力创设适合学生的开放性实验问题情景,让学生自主设计、自主探究、自主完善,教师是学生探究活动过程的伙伴,是良好的引导者、帮助者,以此训练学生的发散思维,培养创新能力。
The biology is an experimental science. There are various kinds of factors included in the biology experimental teaching to cultivate the students' divergent thinking. The teacher should raise the experimental teaching in biology as one of the most important ways to cultivate the students' divergent thinking. The latest publication The Full-time Compulsory Education Biology Curriculum Standard (Experimental Manuscript) initiates research-oriented learning, it tries to change the way of study, guides the students to participate initiatively and join the research gladly, exercise at times, which strengthens the students' ability in collection and scientific data procession, the ability to acquire new knowledge and to analyze and solve the problems, as well as the ability to communicate and cooperate with each other and so on, it gives prominence to the cultivation of the students' innovative spirits and the practice ability.
This thesis focuses on the study of the research-oriented experiment in Biology, the textbook of junior middle school (eighth grade 2nd), "The effect of alcohol and tobacco on the heartbeat rate of daphnia". The author made a questionnaire survey on both the teachers and the students from seven different junior middle schools in Changsha, Zhuzhou and Xiangtan, and found that these seven schools had not started this experiment. Instead of experimental study, they learnt this part by teachers' oral description, experimental procedures analyzing. Typically, they analyze this experiment in this way: low concentration alcohol is a stimulus to the cardiac rate of daphnia, while high concentration alcohol results in an inhibited effect, and the alcohol and tobacco acts as a stimulus to heartbeat rate. So they figured out that excessive drinking and smoking are bad for people's health. This thesis made a deep analysis on the sources of this experiment, teaching objectives, the practical problems existed in the process of this experiment, and the relationship between alcohol and people's health. And found out that this kind of simple speculation as mentioned before did not conform to the precise of scientific research. It also prohibited the students' divergent thinking. In order to find the strategic ways to cultivate the students' divergent thinking in middle school's biological experiment teaching. This thesis started from the teaching practice, and made explorations in several cases studies. Such as; the demonstration experiment "CO2 released from the seeds in respiration" was changed to be the students' participation research-oriented experiment, and instructed the students to perfect the planning of the experiment "Changes of steamed bread happened in mouth" by the research-oriented experiment, and cultivated the students' ability in experiment design by "How to use the enzymatic laundry powder?" and then set the openness situation for the experimental problems, helped the students to explore the pollution that brought up by the laundry powder by way of biological research, and so on.
Through a series of teaching practice explorations, the author summarizes and finds that less participation of the students can not satisfy the students' curiosity of knowledge. If we change these demonstration experiments into the exploration experiments and give full play to the students' leading role, it will benefit a lot to cultivate the students' divergent thinking. The teacher should pay more attention to the experiment analyses in the research-oriented teaching and encourage the students to find out the deficiencies, inspire their innovative minds by perfecting the experimental planning. As for the questions that the students are interested in, the teacher should give them some enlightenments and guidance, let them solve the problems by themselves. draw up the experimental plan, to complete the experiment, the phenomenon recording, the result analyzing, and then draw the conclusion of their own, only in this way can the teacher open the student's minds. The teacher should also establish openness experiment situations that suit the students, let the students design, explore, perfect by themselves. Teachers are the good partisans, guides, as well as good cooperators of the students in research-oriented studies and to train the students' ability in divergent thinking and to cultivate the students' capability of innovation by doing this.
引文
[1]胡珍生、刘奎林.创造性思维学概论.北京:经济管理出版社,2006。
[1]张新天.创造性思维40法.上海:上海大学出版社,2005。
[2]朱智贤、林崇德.思维发展心理学.北京:北京师范大学出版社,1991。
[1]沈云龙.怎样培养学生的创造性思维.人民教育,2000年,03期:44。
[1]中华人民共和国教育部制订.全日制义务教育生物课程标准(实验稿).北京:北京师范大学出版社出版,2001。
[1]中华人民共和国教育部制订.全日制义务教育生物课程标准(实验稿).北京:北京师范大学出版社出版,2001。
[2]课程教材研究所、生物课程个教材研究开发中心.生物学(八年级下册)教师教学用书.北京:人民教育出版社,2004.
[1]课程教材研究所、生物课程个教材研究开发中心.生物学(八年级下册)教师教学用书.北京:人民教育出版社,2004.
[1]百度网:http://www.wxsbgz.com/tran.aspx?id=803.
[2]百度网:http://ms.fdjs.com/u/info_view.asp?t=dhm & id=163.
[1]沈渔邮.精神病学.第四版.北京:人民卫生出版社,2001
[1]课程教材研究所、生物课程教材研究开发中心.生物学(七年级下册).北京:人民教育出 版社,2004.
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[3]张新天.创造性思维40法.上海:上海大学出版社,2005。
[4]谢贤扬.创造性思维训练.武汉:武汉大学出版社,2001。
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[1]张新天.创造性思维40法.上海:上海大学出版社,2005。
[2]朱智贤、林崇德.思维发展心理学.北京:北京师范大学出版社,1991。
[1]沈云龙.怎样培养学生的创造性思维.人民教育,2000年,03期:44。
[1]中华人民共和国教育部制订.全日制义务教育生物课程标准(实验稿).北京:北京师范大学出版社出版,2001。
[1]中华人民共和国教育部制订.全日制义务教育生物课程标准(实验稿).北京:北京师范大学出版社出版,2001。
[2]课程教材研究所、生物课程个教材研究开发中心.生物学(八年级下册)教师教学用书.北京:人民教育出版社,2004.
[1]课程教材研究所、生物课程个教材研究开发中心.生物学(八年级下册)教师教学用书.北京:人民教育出版社,2004.
[1]百度网:http://www.wxsbgz.com/tran.aspx?id=803.
[2]百度网:http://ms.fdjs.com/u/info_view.asp?t=dhm & id=163.
[1]沈渔邮.精神病学.第四版.北京:人民卫生出版社,2001
[1]课程教材研究所、生物课程教材研究开发中心.生物学(七年级下册).北京:人民教育出 版社,2004.
[1]汪刘生.创造教育论.北京:人民教育出版社,2003。
[2]胡珍生、刘奎林.创造性思维学概论.北京:经济管理出版社,2006。
[3]张新天.创造性思维40法.上海:上海大学出版社,2005。
[4]谢贤扬.创造性思维训练.武汉:武汉大学出版社,2001。
[5]朱智贤、林崇德.思维发展心理学.北京:北京师范大学出版社,1991.
[6]沈云龙.怎样培养学生的创造性思维.人民教育,2000年,03期:44.
[7]朴成日.孔子和苏格拉底教育思想比较研究.沿边大学东疆学刊,2003年20卷(1期):108-112。
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