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

为了培养学习科学的意愿，应该实施什么样的课程？本研究的目的是参照Watts，M.提出的任务导向问题解决的思想来解决这一问题。第一点是明确了任务导向的概念。根据参考数据解决问题。认为学生的学习意愿取决于他们对问题所表现出的兴趣的程度和内容。第二点是将遗传作为一个具体问题解决的场景来考察学生的兴趣。结果表明，高中生对目前在生物IAA和报纸上处理的遗传内容感兴趣，而不是在生物IB和生物II中处理的遗传内容。关于遗传知识与问题之间的关系，提出了遗传知识丰富的大学生存在的问题较多;第三点是在初中阶段进行了基于任务型问题解决的教学实践，并验证了该教学是否能有效地培养学生的科学学习意愿。初中生参加任务型问题解决课程后，在自我效能、挑战性、观察/实验三个维度上的得分显著高于参加传统课程的学生。

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.