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该文介绍了不同提问主体生物学学习效果的比较与相关研究的实验过程和结果。研究显示:(1)围绕学生提出的问题进行的教学可以显著提高学生的学习成绩;(2)实验条件下学生的学习兴趣与学习成绩不表现显著正相关,而学生的学习态度对学习成绩的影响比学习兴趣更为显著;(3)实验条件下学生的提问能力与学习成绩和学习兴趣均不呈显著正相关;(4)生物学科特点和学生对生物学科的认识,可能使学生重记忆,轻思考;(5)学生在生物课的学习中,可能有很强的成绩目标定位或任务目标定位的学习动机。
This article presents the comparison of the biological learning effects of different questioning subjects and the experimental process and results of related research. The research shows that: (1) Teaching around questions raised by students can significantly improve students’ academic performance; (2) Under the experimental conditions, students’ interest in learning does not show a significant positive correlation with their academic performance, while students’ attitudes to learning have a significant effect on academic performance. The influence is more significant than the learning interest; (3) The students’ questioning ability under the experimental conditions is not significantly positively correlated with the academic achievement and interest; (4) The characteristics of the biology subject and the students’ understanding of the biology subject may make the students re-memory. (5) Students may have strong motivations for goal orientation or task goal orientation in the biology course.