初中生物前科学概念的调查研究

本研究主要调查初二学生对遗传与变异的了解情况及其前科学概念。调查发现:学生在对遗传与变异有一定了解的同时还存在着很多前科学概念。初步建议教师更新教育观念,充分认识前科学概念存在的客观性,面向全体学生,根据学生的特点因材施教。     

生物学概念的教学研究

对生物学概念的含义、类型、获得方式（概念同化,概念形成）进行了研究,并在此基础上提出了概念教学的基本策略。     

对生物学核心概念及其内涵的研究

当代科学教育改革的一个核心是要提高学生作为公民的科学素养。提高科学素养不是追求对科学事实和信息量的更多占有,而是要求对核心概念和科学思想的深刻领悟。在生物学新课程教学中重视学生对生物学核心概念的深入理解,而不是支离破碎地记忆一些孤立的事实和对定义的死记硬背,这是生物学新课程教学与传统生物学教学相比最重要的转变。提高核心概念的教学水平,既是提高生物学教学质量的根本保证,也是更好地理解和实践新课程的要求。因此从生物学核心概念的内涵角度论述了什么是生物学核心概念、怎样界定生物学核心概念,并以案例的形式对上述论述进行了分析。     

科学概念的教学是有规律的

最近《生物学通报》发表了几篇有关生物学概念教学的文章。2010年10月发往各处的《全日制义务教育生物学课程标准》征求意见稿,在内容标准的每一主题下,都增加了：“教学中,教师要帮助学生形成以下的重要概念”,随之列出了若干生物学概念。这些都引起了广大生物学教师的欢迎或关注．     

运用诊断性评价揭示学生的前概念

建构主义认为,科学概念的学习就是学生由前概念向科学概念的转变过程。运用诊断性评价揭示学生的前概念,这是实现概念转变的前提。着重分析了学生的前概念在生物学概念学习中的作用、运用诊断性评价揭示学生的前概念的研究方法、过程以及诊断性测验题的设计等问题。     

生物学概念的分类及甄别策略

科学教育聚焦于发展学生对概念的深入理解,理解概念关键在于厘清概念的类别及其关系。从生物学的学科知识结构角度将生物学概念分为核心概念、重要概念、一般概念3类;从生物学概念存在的形态及教学形态分为直接概念、描述型概念、创设型概念等5类,同时分析每种概念的特征,并提出甄别概念从研读课程标准和教材以筛选概念、构建概念图等两大步骤展开。     

课堂教学中的生物学概念及其表述方式

生物学教学的任务之一是知识的教学,其关键是概念教学。不同的生物学教师对概念的理解不同,而这样的理解又对课堂教学的要求、方式和结果产生影响。依据国内外近年来的研究成果,阐述了什么是生物学概念及如果在教学中准确表述概念。     

美国K-12科学教育框架中对生物学核心概念的关注及其启示

在科学技术迅速发展和教育领域研究成果不断积累的推动下,美国启动了新科学教育标准的研发工作,并于2012年完成了第1阶段的任务,正式出版了《K－12科学教育框架》。该框架强调概念理解的重要性,在生物学核心概念的选定上,与我国高中生物学课程的模块主题划分不谋而合,这样的认识和改进对我国生物学课程发展及课堂教学改革都具有很强的应用价值。在核心概念及其子概念的呈现上,以问题的形式引入,并展示了学习进阶的理论和研究结果,对教师设计和实施“为了理解的教学（teaching for understanding）”具有引领作用。     

近10年高中生物学概念的教学

近10年高中生物学概念的教学,对概念的如何引入、形成、巩固和深化有了一定的研究;前概念的剖析和概念图的运用,以及在认知同化学习和建构主义学习等理论指导下的概念教学模式的探讨．已开始受到人们关注;但几乎尚未涉及概念所负载的方法、蕴涵的价值和体现的科学素养。     

例析高中生物学概念的教学方法

结合生物学教学实际,总结了高中生物学核心概念教学的8种具体方法．即例证法、探究法、资料分析法、演绎法、归纳法、比较法、要素解析法和要领图法,并结合教学案例阐述每种概念教学方法的主要特征、活动经验及其实践应用。     

信息技术在初中生物学"哺乳动物的多样性"一节教学中的实践

应用现代信息技术手段,开展初中生物学“哺乳动物的多样性”教学实践,证明能充分调动学生的学习兴趣和积极性,有利于改善学习效果,提高教学质量。     

初中生物学复习课创设情境的做法与思考

随着新课程改革的不断深入,初二复习课也以多元化授课方法逐渐替代原有以题代讲的模式,学生的主体地位得到体现。如何充分调动学生积极性,提高复习课效率,已成为一线教师不断研究和反思的课题。结合"人体的营养"一节复习课教学案例,论述情境创设的做法与思考。     

体验式教学法在中学生物学教学中的应用

“体验式”教学法是在宽松的情境中让学生主动参与学习活动,通过学生对自身体验的省思来进行学习并完成知识的建构过程,获得自主发展的一种教学模式。论述了体验教学的内涵、策略、过程及构建该教学模式应注意的问题。     

中学生物学教学回顾与期盼

追述世界生物科学的发展 ,直至 1 8世纪 ,生物科学还主要是研究生命活动的各种表现 ,生物科学工作者的注意力仅仅集中在搜集、积累事实资料上。跨入1 9世纪以来 ,生物科学有了巨大的进展 ,生物科学的面貌发生了惊人的变化 ,生物科学家、生物科技工作者注意到了生命过程的发展、变化和联系。而我国直至1 9世纪 4 0年代才步入对生物科学的学习和研究 (表1 ) ,不过此时国人已经意识到了生物学的重要价值 ,许多生物科技工作者积极投入到了生物科学的研究行列 ,并取得了一些成绩。到了 2 0世纪 ,生物科学的进展更快了 ,已经从描述到实验 ,从定性…     

关于中学生物学课程改革的若干建议(二)

(续 2 0 0 1年第 2期第 2 9页 )2　世界科学教育的走向和中学生物学课程的改革在我们只有一个地球的今天 ,在经济全球化的今天 ,在我国即将进入世界贸易组织的今天 ,开放的中国面临开放的挑战 ,应答这个挑战的就是改革 ,包括教育的改革。环球教育改革和科学教育的走向 ,不能不引起我们极大的关注并从中汲取有益的营养。为了节省篇幅 ,仅撷取和中学生物科学教育改革有关的世界科学教育方面的情况 ,概括为几个方面 ,以供借鉴。2 .1　提高科学课程在课程整体中的地位　首先是强化全国统一设置的必修课程和核心课程。美、英等国针对以往中小学课…     

关于中学生物学课程改革的若干建议(一)

在第３次全国教育工作会议决定的指引下,面向新世纪的基础教育课程改革正在积极稳步地展开,中学生物学课程改革方面的研究也引起各方面的关注。笔者参与了北京市的生物课程标准的制订和北京师范大学“五四”制生物课程标准的研究,学习了一些东西,有些体会,整理如下,供关心此事的同志参考。１当代生命科学的学科特征和课程改革 由于面向２１世纪提高全体国民素质的需要,基础教育正面临着新一轮的课程和教学改革。中学生物课程,无论是分科设置还是综合（理科）设置,都需要结合生命科学的现代进展来思考它的学科特征问题。即使是还使…     

Decreased scholastic achievement in overweight middle school students

The purpose of this study was to investigate whether overweight students achieved a lower relative degree of scholastic achievement compared to nonoverweight students. Subjects consisted of 6th and 7th grade students enrolled in a large public middle school in a suburb of Philadelphia, Pennsylvania. We compared grade point averages (GPAs), nationally standardized reading scores, school detentions, school suspensions, school attendance, tardiness to school, physical fitness test scores, and participation on school athletic teams among nonoverweight, at risk for overweight, and overweight students. Overweight students achieved lower grades (P<0.001) and lower physical fitness scores (P<0.0001) than their nonoverweight peers. Overweight students demonstrated a 0.4 letter grade lower GPA (on a 4.00 scale) and 11% lower national percentile reading scores than their nonoverweight peers. The overweight students also demonstrated significantly more detentions, worsened school attendance, more tardiness to school, and less participation on school athletic teams than their nonoverweight peers. Our study suggests that body mass is an important indicator of scholastic achievement, attendance, behavior, and physical fitness among middle school students, reiterating the need for healthy lifestyle intervention and prevention measures.     

Prevalence of zinc deficiency in junior high school students of Tehran City

Zinc deficiency is a health problem in many communities especially among adolescents because of pubertal growth sprout. This investigation was carried out to determine the epidemiology of zinc deficiency in junior high school students in Tehran City in 1997. This cross-sectional study was performed on 881 students (452 males and 429 females) with the mean age of 13.2±1.0 yr, who were selected by multistage random sampling method. Plasma, erythrocyte, and hair zinc levels were assayed by flame atomic absorption spectrophotometry. Anthropometric and demographic characteristics were measured and recorded on a questionnaire. Dietary intakes were evaluated by a 24-h recall method. Zinc deficiency was defined as having at least two indices from indices of erythrocyte, plasma, and hair zinc below 10 μg/mL, 100 μg/dL, and 125 μg/g of hair, respectively. The results showed that zinc deficiency prevalence was 31.1% (confidence interval: 28–34.4%). Zinc deficiency was 65%, 49%, and 1.3% based on plasma, erythrocyte, and hair zinc levels, respectively. The mean ± SD for plasma, erythrocyte, and hair zinc concentration, height-for-age, as well as weight-for-age Z scores were 95.2±17.7 μg/dL, 10.3±2.3 μg/mL, 239.4±54.4 μg/g, −0.40±0.92, and 0.12±0.91, respectively. As for dietary intake compared with the RDA, 50% of the subjects consumed less than 50% of their requirement for zinc RDA based on a 24-h dietary recall. Zinc intake in subjects was 7.5±3.7 μg, that in boys was higher than in girls. Correlation coefficients between zinc status indices were very weak. There was neither a linear nor nonlinear relationship between biochemical parameters and nutritional zinc intake. It is concluded that almost one-third to one-half of the subjects would be considered zinc deficient.     

Influence of maturation on anthropometry and body composition in Japanese junior high school students

Background

The purpose of this study was to examine maturity-related differences in anthropometry and body composition in Japanese youth within a single year.

Methods

Two hundred and ten Japanese youth aged from 13 to 13.99 years participated in this study. Their maturity status was assessed using a self-assessment of stage of pubic hair development. Bioelectrical impedance analysis was used to estimate percent body fat and lean body mass (LBM). Muscle thickness of the anterior thigh, posterior lower leg and rectus abdominis muscles were measured by ultrasound.

Results

For boys, height, body weight, and LBM in less mature groups were lower than that in more mature groups. The maturity-related differences were still significant after adjusting for chronological age. On the other hand, muscle thickness values in the lower extremity and abdomen differed among the groups at different stages of pubic hair development, whereas there was no maturity-related difference in the relative values corrected by LBM, except for those thickness values measured at the abdomen. For girls, only the muscle thickness at the anterior thigh and muscle thickness relative to LBM^1/3 at the posterior lower leg was significantly affected by maturity status, but significant maturity-related difference was not found after adjusting for chronological age.

Conclusions

At least for Japanese boys and girls aged 13 years, maturity status affected body size in boys, but not in girls, and the influence of maturation on the muscularity of the lower extremity and trunk muscles is less in both sexes.     

高中生学习生物学动机的初步研究

动机是影响学生学习的要素之一,为了解高中生学习生物学的动机,采用Paul L．Gardener和Pinchas Tamir开发的量表,对378名高中生学习生物学的动机进行了调查与分析。研究结果表明,学生学习生物学的主要动机是“问题解决”,“考试成功”则居次要地位。本研究旨在为中学生物学教学中教学策略的运用及课程改革与开发提供基本的信息。