中学生物学习策略的调查研究
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摘要
中小学阶段“教会学生学习”,是学校教育教学的一项战略任务,生物学习的过程就是运用学习策略的活动,学习策略在生物学习中起着至关重要的作用。因此,我们高中的教育教学必须在学习策略的获得与改进这个核心问题上下功夫,促进学生学会学习,从而得到全面的发展。本课题针对高中生物学习的情况,结合国内外学习策略相关的研究,对三所学校549名高中学生生物学习策略进行问卷调查,探索高中生使用生物学习策略的情况,并就学习策略的调查情况给高中生物教学提出一些建议。本课题着重讨论了以下几个问题:1.三所学校之间的生物学习策略有无明显差异? 2.高中二年级和高中三年级学生在学习策略运用上有无明显差异? 3.高分段学生与低分段学生学习策略是否有明显的差异?所有数据经简明统计学软件SPSS 12.0处理得到以下结论:1.三所学校之间学生的生物学习策略无明显差异,说明问卷的策略分析不受城市的限制;2.高中二年级学生和高中三年级学生在学习策略运用上有明显差异;特别是思维策略和问题解决策略,高三年级学生生物学习策略的运用情况比高二年级的学生要好得多;3.高分段学生与低分段学生在学习策略上存在明显的差异,其中记忆策略和思维策略又存在着极其显著的差异,高分段学生更经常地使用学习策略。
At the primary and junior high school stage, "Teaching students to study" is a strategy mission in the school education. Therefore, we have to study the acquirement and improvement of the learning strategies as a core problem in our senior high school teaching, to promote students to study, then they can roundly develop. The questionnaires investigate 549 students at high school about biologic learning strategies , emphasizing a discussion of the following a few problem: 1 .Whether or not the biologic learning strategies have or no obvious difference among the three schools? 2.Whether or not the using of the biologic learning strategies have obvious difference between grade two students and grade three ones in senior high school? 3. Whether or not the learning strategies have obvious difference between the higher students and the lowers ones? I can get the results analyzing through SPSS 12 analysis software: 1. The strategies have no obvious difference among the three school, it indicates that the analysis of the questionnaire be free from the city's restriction; 2.The usage of the strategies have obvious difference between the grade two and grade three students, especially the grade three students are much better than grade two students in usage of the thinking strategies and problem solving strategies; 3. The learning strategies have obvious difference between the higher students and the lowers students, among them, there are extreme difference in the memory strategies and thinking strategies, the higher students are more frequency using the learning strategies.
At the primary and junior high school stage, "Teaching students to study" is a strategy mission in the school education. Therefore, we have to study the acquirement and improvement of the learning strategies as a core problem in our senior high school teaching, to promote students to study, then they can roundly develop. The questionnaires investigate 549 students at high school about biologic learning strategies , emphasizing a discussion of the following a few problem: 1 .Whether or not the biologic learning strategies have or no obvious difference among the three schools? 2.Whether or not the using of the biologic learning strategies have obvious difference between grade two students and grade three ones in senior high school? 3. Whether or not the learning strategies have obvious difference between the higher students and the lowers ones? I can get the results analyzing through SPSS 12 analysis software: 1. The strategies have no obvious difference among the three school, it indicates that the analysis of the questionnaire be free from the city's restriction; 2.The usage of the strategies have obvious difference between the grade two and grade three students, especially the grade three students are much better than grade two students in usage of the thinking strategies and problem solving strategies; 3. The learning strategies have obvious difference between the higher students and the lowers students, among them, there are extreme difference in the memory strategies and thinking strategies, the higher students are more frequency using the learning strategies.
引文
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[2]Cohen,D.K.et al[Eds].Teaching for Understanding:Challenges for Policy and Practice[J].San Francisco:Jossey Bass,1993
[3]谢德民.论学习[M].北京:人民教育出版社,1992.P222
[1]张建伟,陈琦.从认知主义到建构主义[N].北京:北京师范大学学报,1996,(4)
[1]阿瑟·S·雷伯.心理学词典.P835
[2]高文.现代教学的模式化研究[M].山东:山东教育出版社,1998.P311
[3]Erik De cote and Franz E.Wiener International EncycloPedia of DeveloPment and Instructional Psychology.P419
[4]蒯超英.学习策略[M].湖北:湖北教育出版社,1999.P29
[1]史耀芳.学习策略及其培养[J].江西:江西教育科研,1994年,(2).P28-30
[1]温斯坦,休莫著,伍新春,奈宪刚译.终身受用的学习策略,帮助学生找到有效的学习方法[M].北京:中国轻工业出版社,2003.P44-45
[1]于常春.生物学课堂教学中的记忆策略[J].浙江:生物学教学,2001年,(5).P6
1.方平.学习的策略--寻求最佳的学习效果[N].北京:光明日报,1999
2.谢德民.论学习[M].北京:人民教育出版社,1992
3.教育部高等教育司.学会学习[M].北京:教育科学出版社,1999
4.张建伟,陈琦.从认知主义到建构主义咖.北京:北京师范大学学报,1996
5.周风.国外教改高度重视提高教师素质的能力[C].上海:上海师范大学,1998
6.S·拉塞克,G·维迪努著,马胜利译.从现在到2000年教育内容发展对全球展望[M].北京:教育科学出版社,1992
7.李凝.当代教师角色的转变趋势[J].辽宁:教育科学,2001
8.蒋祖康.学习策略与听力对关系[M].北京:外语教学与研究出版社,2001
9.王秋华.高中生物学学习策略实证分析及整体优化研究[D].曲阜师范大学,2003
10.刘电芝.学习策略(二)国内外学习策略研究的现状、存在的问题及发展趋势[J].北京:学科教育,1997
11.左银舫.谈学习策略学科化[J].北京:教育科学研究,2002
12.中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003
13.龚少英.我国学习策略研究的现状与问题[J].上海:心理科学,2003
14.阿瑟·S·雷伯.心理学词典
15.李维等.心理学百科全书[M].浙江:浙江教育出版社,1995
16.高文.现代教学的模式化研究[M].山东:山东教育出版社,1998
17.蒯超英.学习策略[M].湖北:湖北教育出版社,1999
18.张大均.教与学的策略[M].北京:人民教育出版社,2003
19.刘电芝.学习策略的实质[N].宁波大学学报(教育科学版),2000
20.史耀芳.学习策略及其培养[J].江西:江西教育科研,1994
21.刘电芝.学习策略研究[M].北京:人民教育出版社,1999
22.弗拉维尔,米勒著,邓赐平译.认知发展(第4版)[M].上海:华东师范大学出版社,2002
23.陈琦,刘儒德主编.当代教育心理学[M].北京:北京师范大学出版社,1997
24.温斯坦,休莫著,伍新春,奈宪刚译.终身受用的学习策略,帮助学生找到有效 的学习方法[M].北京:中国轻工业出版社,2003
25.刘电芝,黄希庭.学习策略研究概述[J].北京:教育研究,2002
26.王小春.今天怎样做教师[M].上海:华东师范大学出版社,2005
27.刘恩山.中学生物学教学论[M].北京:高等教育出版社,2003
28.于常春.生物学课堂教学中的记忆策略[J].浙江:生物学教学,2001
29.高志云.生物学问题解决的规律及能力培养策略[J].南京:中学生物学,2001
30.郑晓蕙.生物课程与教学论[M].浙江:浙江教育出版社,2003
31.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,2001
32.联合国教科文组织.学会生存--教育世界的今天和明天教育[M].科学出版社,1996
33.屈林岩.终身学习:从学历走向学习社会[J].北京:中国高教研究,1999
34.沃尔特·B·皮特金.学习的艺术:如何学习和学什么[M].中国发展出版社,2006
35.张春兴.教育心理学[M].浙江:浙江教育出版社,1998
36.邵瑞珍.教育心理学[M].上海:上海教育出版社,1997
37.胡健飞,郑晓蕙.生物学教育心理学[M].广东:广东高等教育出版社,2002
38.吴咏诗.终身学习--教育面向21世纪的重大发展[J].北京:教育研究,1995
39.陈皓兮.中学生物教学法[M].北京:北京师范大学出版社,1987
40.史立平.中小学课堂教学技能训练--中学生物[M].北京:当代世界出版社,2001
1.Cohen,D.K.et al.Teaching for Understanding:Challenges for Policy and Practice[J].San Francisco:Jossey Bass,1993
2.Naiman,N.,M.Frohlich,H.H.Stern and A.Todesco.The GoodLanguage Learner[R].Toronto:Ontario Institute for Studies in Education,1978.
3.Stem,H.H.What can we learn from the good language leamer?[M]Canadian Modern Language Review,1975
4.Politzer,R.L.and M.McGroarty.An exploratory study of leaning behaviors and their relationship to gains in linguistic and communicative competence[J].TESOL Quarterly,1985
5. O'Malley, J. M., A. U. Chamot, G. Stewner-Manzanares, L. Kupper and R. Russo. Learning strategies used by beginning and intermediate ESL students. Language Learning, 1985
6. O'Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition[M]. Cmabridge: CUP,1990
7. Wong-Fillmore. Individual differences in second language acquisition[M]. New York: Academic Press, 1979
8. Erik De cote and Franz E. Wiener International Encyclopedia of Development and Instructional Psychology Oxford RL. Language Learning Strategies[M]. Newbury House Publishers, 1990
9. Oxford RL. Language Learning Strategies[M]. Newbury House Publishers, 1990
10. In Fillmore C. J., Wang S. Y., and Kempler, D. (eds.) Individual Differences in Language Ability and Language Behavior[M]. New York: Academic Press, 1979
11. H. H. Stern: Fundamental Concept of language Teaching[M] Oxford: Oxford University Press, 1983
[2]Cohen,D.K.et al[Eds].Teaching for Understanding:Challenges for Policy and Practice[J].San Francisco:Jossey Bass,1993
[3]谢德民.论学习[M].北京:人民教育出版社,1992.P222
[1]张建伟,陈琦.从认知主义到建构主义[N].北京:北京师范大学学报,1996,(4)
[1]阿瑟·S·雷伯.心理学词典.P835
[2]高文.现代教学的模式化研究[M].山东:山东教育出版社,1998.P311
[3]Erik De cote and Franz E.Wiener International EncycloPedia of DeveloPment and Instructional Psychology.P419
[4]蒯超英.学习策略[M].湖北:湖北教育出版社,1999.P29
[1]史耀芳.学习策略及其培养[J].江西:江西教育科研,1994年,(2).P28-30
[1]温斯坦,休莫著,伍新春,奈宪刚译.终身受用的学习策略,帮助学生找到有效的学习方法[M].北京:中国轻工业出版社,2003.P44-45
[1]于常春.生物学课堂教学中的记忆策略[J].浙江:生物学教学,2001年,(5).P6
1.方平.学习的策略--寻求最佳的学习效果[N].北京:光明日报,1999
2.谢德民.论学习[M].北京:人民教育出版社,1992
3.教育部高等教育司.学会学习[M].北京:教育科学出版社,1999
4.张建伟,陈琦.从认知主义到建构主义咖.北京:北京师范大学学报,1996
5.周风.国外教改高度重视提高教师素质的能力[C].上海:上海师范大学,1998
6.S·拉塞克,G·维迪努著,马胜利译.从现在到2000年教育内容发展对全球展望[M].北京:教育科学出版社,1992
7.李凝.当代教师角色的转变趋势[J].辽宁:教育科学,2001
8.蒋祖康.学习策略与听力对关系[M].北京:外语教学与研究出版社,2001
9.王秋华.高中生物学学习策略实证分析及整体优化研究[D].曲阜师范大学,2003
10.刘电芝.学习策略(二)国内外学习策略研究的现状、存在的问题及发展趋势[J].北京:学科教育,1997
11.左银舫.谈学习策略学科化[J].北京:教育科学研究,2002
12.中华人民共和国教育部.普通高中生物课程标准.北京:人民教育出版社,2003
13.龚少英.我国学习策略研究的现状与问题[J].上海:心理科学,2003
14.阿瑟·S·雷伯.心理学词典
15.李维等.心理学百科全书[M].浙江:浙江教育出版社,1995
16.高文.现代教学的模式化研究[M].山东:山东教育出版社,1998
17.蒯超英.学习策略[M].湖北:湖北教育出版社,1999
18.张大均.教与学的策略[M].北京:人民教育出版社,2003
19.刘电芝.学习策略的实质[N].宁波大学学报(教育科学版),2000
20.史耀芳.学习策略及其培养[J].江西:江西教育科研,1994
21.刘电芝.学习策略研究[M].北京:人民教育出版社,1999
22.弗拉维尔,米勒著,邓赐平译.认知发展(第4版)[M].上海:华东师范大学出版社,2002
23.陈琦,刘儒德主编.当代教育心理学[M].北京:北京师范大学出版社,1997
24.温斯坦,休莫著,伍新春,奈宪刚译.终身受用的学习策略,帮助学生找到有效 的学习方法[M].北京:中国轻工业出版社,2003
25.刘电芝,黄希庭.学习策略研究概述[J].北京:教育研究,2002
26.王小春.今天怎样做教师[M].上海:华东师范大学出版社,2005
27.刘恩山.中学生物学教学论[M].北京:高等教育出版社,2003
28.于常春.生物学课堂教学中的记忆策略[J].浙江:生物学教学,2001
29.高志云.生物学问题解决的规律及能力培养策略[J].南京:中学生物学,2001
30.郑晓蕙.生物课程与教学论[M].浙江:浙江教育出版社,2003
31.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,2001
32.联合国教科文组织.学会生存--教育世界的今天和明天教育[M].科学出版社,1996
33.屈林岩.终身学习:从学历走向学习社会[J].北京:中国高教研究,1999
34.沃尔特·B·皮特金.学习的艺术:如何学习和学什么[M].中国发展出版社,2006
35.张春兴.教育心理学[M].浙江:浙江教育出版社,1998
36.邵瑞珍.教育心理学[M].上海:上海教育出版社,1997
37.胡健飞,郑晓蕙.生物学教育心理学[M].广东:广东高等教育出版社,2002
38.吴咏诗.终身学习--教育面向21世纪的重大发展[J].北京:教育研究,1995
39.陈皓兮.中学生物教学法[M].北京:北京师范大学出版社,1987
40.史立平.中小学课堂教学技能训练--中学生物[M].北京:当代世界出版社,2001
1.Cohen,D.K.et al.Teaching for Understanding:Challenges for Policy and Practice[J].San Francisco:Jossey Bass,1993
2.Naiman,N.,M.Frohlich,H.H.Stern and A.Todesco.The GoodLanguage Learner[R].Toronto:Ontario Institute for Studies in Education,1978.
3.Stem,H.H.What can we learn from the good language leamer?[M]Canadian Modern Language Review,1975
4.Politzer,R.L.and M.McGroarty.An exploratory study of leaning behaviors and their relationship to gains in linguistic and communicative competence[J].TESOL Quarterly,1985
5. O'Malley, J. M., A. U. Chamot, G. Stewner-Manzanares, L. Kupper and R. Russo. Learning strategies used by beginning and intermediate ESL students. Language Learning, 1985
6. O'Malley, J. M. and A. U. Chamot. Learning Strategies in Second Language Acquisition[M]. Cmabridge: CUP,1990
7. Wong-Fillmore. Individual differences in second language acquisition[M]. New York: Academic Press, 1979
8. Erik De cote and Franz E. Wiener International Encyclopedia of Development and Instructional Psychology Oxford RL. Language Learning Strategies[M]. Newbury House Publishers, 1990
9. Oxford RL. Language Learning Strategies[M]. Newbury House Publishers, 1990
10. In Fillmore C. J., Wang S. Y., and Kempler, D. (eds.) Individual Differences in Language Ability and Language Behavior[M]. New York: Academic Press, 1979
11. H. H. Stern: Fundamental Concept of language Teaching[M] Oxford: Oxford University Press, 1983
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