高中阶段生物学课程在难度和深度上的提升导致学生在学习过程中会出现畏惧难点、动机不足等问题,培养学生成长型思维对于学生生物核心素养的达成以及个人发展有很大的推动力。本文以在生物教学中采用有效的教学策略培养学生的成长型思维...高中阶段生物学课程在难度和深度上的提升导致学生在学习过程中会出现畏惧难点、动机不足等问题,培养学生成长型思维对于学生生物核心素养的达成以及个人发展有很大的推动力。本文以在生物教学中采用有效的教学策略培养学生的成长型思维,按照思维起步、发展、进阶、形成的思维培养模式,分别以问题链教学、支架式教学以及情境创设教学三种策略融入在高中生物教学中部分教学片段中,阐述教师在高中生物教学中培养学生成长型思维的具体路径。The difficulty and depth of biology courses in high school lead to students’ fear of difficulties and lack of motivation in the learning process. Cultivating students’ growth thinking has a great driving force for the achievement of students’ core quality of biology and personal development. This paper adopts effective teaching strategies to cultivate students’ growth thinking in biology teaching. According to the thinking training mode of starting, developing, advancing and forming, three strategies of problem chain teaching, scaffolding teaching and situational creation teaching are integrated into some teaching fragments of high school biology teaching. This paper expounds the concrete path for teachers to cultivate students’ growth thinking in senior biology teaching.展开更多
目的:成长型思维是国内外近几年的研究热点,本研究对成长型思维模式的文献进行可视化分析,梳理和概括现有研究成果,讨论未来研究趋势,并提出建议。方法:本研究使用CiteSpace文献可视化软件,对Web of Science核心数据库中有关成长型思维...目的:成长型思维是国内外近几年的研究热点,本研究对成长型思维模式的文献进行可视化分析,梳理和概括现有研究成果,讨论未来研究趋势,并提出建议。方法:本研究使用CiteSpace文献可视化软件,对Web of Science核心数据库中有关成长型思维模式的文献进行检索,检索时间从2006年1月1日至2023年9月30日,使用频数、度中心性、中介中心性、聚类分析等方法对国家(地区)、研究机构、作者、关键词,参考文献这5项指标进行可视化分析。结果:1) 成长型思维模式发文量呈现爆发式增长趋势;2) 中美两国对成长型思维模式的研究处于世界领先水平;3) 成长型思维模式的研究趋势朝着心理健康,终身学习等应用方向发展,未来对成长型思模式的研究将会诞生出更加有价值的成果。展开更多
本文针对初中生群体考察其成长型思维与学习投入的关系及中介作用机制。采用成长型思维量表(GMS)、学习投入量表(AES)、压力知觉量表、意向性自我调节问卷对875名初中生施测。结果显示:成长型思维正向预测学习投入;压力知觉在成长型思...本文针对初中生群体考察其成长型思维与学习投入的关系及中介作用机制。采用成长型思维量表(GMS)、学习投入量表(AES)、压力知觉量表、意向性自我调节问卷对875名初中生施测。结果显示:成长型思维正向预测学习投入;压力知觉在成长型思维与学习投入之间起完全中介作用;压力知觉与意向性自我调节在成长型思维与学习投入之间起链式中介作用。研究进一步揭示了成长型思维与学习投入的内在机制,为提高初中生学习投入水平提供了新思路。This paper examines the relationship between growth thinking and learning engagement of junior middle school students and its mediating mechanism. Growth Mindset Scale (GMS), Academic Engagement Scale (AES), Stress Perception Scale and intentional self-regulation were used to measure 875 junior middle school students. The results showed that growth thinking positively predicted learning engagement;Stress perception plays a completely mediating role between growth thinking and learning engagement. Stress perception and intentional self-regulation play a chain mediating role between growth thinking and learning engagement. The research further reveals the internal mechanism of growth thinking and learning engagement, and provides a new way to improve the level of junior middle school students’ learning engagement.展开更多
文摘高中阶段生物学课程在难度和深度上的提升导致学生在学习过程中会出现畏惧难点、动机不足等问题,培养学生成长型思维对于学生生物核心素养的达成以及个人发展有很大的推动力。本文以在生物教学中采用有效的教学策略培养学生的成长型思维,按照思维起步、发展、进阶、形成的思维培养模式,分别以问题链教学、支架式教学以及情境创设教学三种策略融入在高中生物教学中部分教学片段中,阐述教师在高中生物教学中培养学生成长型思维的具体路径。The difficulty and depth of biology courses in high school lead to students’ fear of difficulties and lack of motivation in the learning process. Cultivating students’ growth thinking has a great driving force for the achievement of students’ core quality of biology and personal development. This paper adopts effective teaching strategies to cultivate students’ growth thinking in biology teaching. According to the thinking training mode of starting, developing, advancing and forming, three strategies of problem chain teaching, scaffolding teaching and situational creation teaching are integrated into some teaching fragments of high school biology teaching. This paper expounds the concrete path for teachers to cultivate students’ growth thinking in senior biology teaching.
文摘本文针对初中生群体考察其成长型思维与学习投入的关系及中介作用机制。采用成长型思维量表(GMS)、学习投入量表(AES)、压力知觉量表、意向性自我调节问卷对875名初中生施测。结果显示:成长型思维正向预测学习投入;压力知觉在成长型思维与学习投入之间起完全中介作用;压力知觉与意向性自我调节在成长型思维与学习投入之间起链式中介作用。研究进一步揭示了成长型思维与学习投入的内在机制,为提高初中生学习投入水平提供了新思路。This paper examines the relationship between growth thinking and learning engagement of junior middle school students and its mediating mechanism. Growth Mindset Scale (GMS), Academic Engagement Scale (AES), Stress Perception Scale and intentional self-regulation were used to measure 875 junior middle school students. The results showed that growth thinking positively predicted learning engagement;Stress perception plays a completely mediating role between growth thinking and learning engagement. Stress perception and intentional self-regulation play a chain mediating role between growth thinking and learning engagement. The research further reveals the internal mechanism of growth thinking and learning engagement, and provides a new way to improve the level of junior middle school students’ learning engagement.
