Study on the Task-oriented Problem solving fostering the will to learn science

为了培养学习科学的意志，应该上什么样的课？本研究的目的是借鉴Watts，M.倡导的任务型问题解决思想来解决这一问题。第一点是澄清了任务导向的概念。根据参考数据解决问题。有观点认为，学生的学习意愿取决于他们对问题表现出的兴趣的程度和内容。第二点是将学生对遗传的兴趣作为解决具体问题的场景来调查。结果表明，高中生对目前《生物学IAA》和《生物报》上的遗传内容表现出了浓厚的兴趣，而对《生物学IB》和《生物学II》上的遗传内容表现出了浓厚的兴趣。关于遗传知识与遗传问题之间的关系，建议遗传知识较多的大学生存在许多问题。第三点是在初中阶段进行了任务导向问题解决课的实践，并验证了该课是否能有效地培养学生的科学学习意愿。接受任务型问题解决课程的初中生在自我效能感、挑战、观察/实验三个维度上的得分均高于传统课程。

What kind of lesson should be implemented in order to foster the will to learn science? The purpose of this study is to solve this problem with reference to the ideas of Task-Orientated Problem Solving which Watts, M.advocated.The result of this research can roughly be divided into three. The first point is having clarified the concept of Task-Orientated. Problem Solving based on reference data. It was suggested that student's will to learn depends on the degrees and the contents of the interest which they showed to the problem.The second point is having investigated students' interest to heredity as a scene of concrete problem solving. As a result, it was shown clearly that the high school student showed interest to the contents of heredity currently treated in Biology IAA and newspaper rather than those treated in Biology IB and Biology II. Regarding the relation between the knowledge about the heredity and the question to it, it was suggested that college students with much knowledge about heredity has many questions.The third point is having practiced the lesson based on Task-Orientated Problem Solving in the junior high school, and having proved whether the lesson would be effective to foster the will to learn science. Junior high school students who had a lesson based on Task-Orientated Problem Solving had got higher score in the scales of self efficacy, challenge, and observation /experiment than those who received the traditional lesson.