支架式教学对培养生物学学科学生科学思维的效果评价  

Evaluation of the Effect of Scaffolding Teaching on the Cultivation of Scientific Thinking of Biology Students

作　　者：李丽[1] Li Li(Jilin Normal University,Siping 136000,China)

机构地区：[1]吉林师范大学,吉林四平136000

出　　处：《黑龙江科学》2024年第15期108-110,共3页Heilongjiang Science

摘　　要：通过问卷调查法探讨支架式教学在不同层面上对生物学学科学生的影响。结果显示:问卷通过了信度检验。通过对同伴合作交流、教师支持引导、科学思维培养及学习环境资源4个维度的分析可知,支架式教学对受访学生的科学思维培养有显著的促进作用。相关性分析发现,4个维度呈现出显著相关性,其共同促进受访学生科学思维的培养。回归分析表明,同伴合作交流、教师支持引导及学习环境资源维度显著影响受访学生科学思维的养成。支架式教学在培养生物学学科学生科学思维方面具有显著效果,可通过加强同伴合作交流、提供教师支持引导及优化学习环境资源深入促进学生科学思维能力的全面提升,为其未来的学习和发展奠定坚实基础。The study discusses the influence of scaffolding teaching on biology students at different levels with questionnaire survey.The results show that the questionnaire has passed the reliability test.Through the analysis of the 4 dimensions of peer cooperation and communication,teacher support and guidance,scientific thinking training and learning environment resources,it is found that scaffolding teaching plays a significant role in promoting the scientific thinking training of the interviewed students.Correlation analysis shows that there is significant correlation of four dimensions,which jointly promote the cultivation of scientific thinking of the interviewed students.Regression analysis shows that peer cooperation and communication,teacher support,and guidance and learning environment resources significantly affect the development of scientific thinking.Scaffolding teaching has significant effect on the cultivation of biology students’scientific thinking,which can deeply promote the comprehensive improvement of students’scientific thinking ability by strengthening peer cooperation and communication,providing teachers’support and guidance and optimizing learning environment resources;and lay solid foundation for their future learning and development.

关 键 词：支架式教学 生物学学科 学生 科学思维 

分 类 号：G633.91[文化科学—教育学]