高中生物教学设计中的问题、归因及对策研究

发布时间：2017-12-30 17:30

本文关键词：高中生物教学设计中的问题、归因及对策研究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教学设计是进行有效课堂教学的前提和关键。通过教学设计,教师可以对教学活动过程有整体的把握,为下一阶段的教学奠定良好基础。《普通高中生物课程标准(实验)》强调教学设计的重要性,对教学设计中的教学目标、教学策略、教学内容和教学评价的表述进行了规定。通过笔者为期半年的实习观察,发现教师只重视教学过程却轻视教学设计其它要素的现象普遍存在。通过在CNKI和Springer link上的文献检索发现,虽然国内生物教师对于教学设计的关注程度逐渐提高,但研究内容主要集中在基于某种理论的生物教学设计研究、对生物教学设计某一环节的研究以及基于某一堂课的教学设计三个方面。由此可见,关于高中生物教学设计存在的问题、出现问题的原因以及解决问题的对策缺乏深入研究。因此,本研究确定研究的问题为：一、展现目前高中生物教学设计的现状,找出存在的问题并修正；二、找出教学设计存在问题的原因；三、提出解决教学设计存在问题的策略。针对本研究确定的研究问题,本研究采用观察法、文献分析法、测评法、访谈法、案例分析法五种研究方法。本文首先采用了观察法,对高中生物教师集体备课时的表象进行描述,由此进一步确定研究问题。其次,采用文献分析法,在CNKI和Springer link中对近十年的文献进行检索,经筛选确定了120篇文献,并且从图书馆借阅图书五十本作为参考。通过认真阅读和分析以上文献,本研究对教学设计的概念、缘起、依据、本质、特征和模式进行梳理,确定根据教学设计四大要素和教师对教学设计的“知”“情”“意”进行高中生物教学设计现状研究。第三,使用测评法,编制“高中生物教学设计测评提纲”,对300份高中生物教学设计进行测评,找出教学设计存在的问题,得到统计结果。第四,使用案例分析法,找出并修正有代表性案例中的错误,最终获得评述性观点。最后,采用访谈法,对70位高中生物教师进行访谈,找出教学设计存在问题的原因,并依据访谈内容和相关理论找出问题解决策略。通过采用以上研究方法,本研究取得了以下研究成果：一是明晰了高中生物教学设计的现状,对教学设计中存在的各项问题进行了统计分析并得到统计学结果,选择部分教学设计案例进行剖析,规范教学设计书写和表述；二是找出了生物教学设计存在问题的原因,即教师对教学设计的“认知”“情感”“态度”均存在不同程度的不足；三是提出解决教学设计问题的策略,即优化《教师教学用书》的编写,正确发挥《教师教学用书》辅助作用,学校或教研部门开展“教学设计培训”以及完善“教学设计评批机制”,激发教师进行教学设计的内部动机三个方面。本研究通过对相关理论、300份教学设计案例及70位高中生物教师进行研究,得出以下结论：一、一线高中生物教师的教学设计在教学目标、教学内容、教学策略和教学评价四个方面存在问题,亟需解决；二、教学设计存在问题源自教师对教学设计的“认知”“情感”“态度”存在不足,需要弥补；三、优化《教师教学用书》的编写、学校或教研部门开展“教学设计培训”和激发教师教学设计动机是解决教学设计存在的问题的有效对策。
[Abstract]:The teaching design is the premise and key of effective classroom teaching. Through the teaching design, teachers can have an overall grasp of the teaching process, to lay a good foundation. Ordinary high school biology curriculum standard for the next stage of teaching (Experiment) "emphasizes the importance of teaching design, teaching of teaching design, teaching objectives, teaching strategies the content and teaching evaluation of expressions was provided. Through the six-month internship observation, found the teachers only pay attention to teaching but ignore the teaching design of other elements in CNKI and Springer. Through the link literature search found that although the domestic biological teachers pay close attention to the teaching design gradually increased, but the main research contents focus on some biological teaching design based on the theory of biology teaching in design of a link and a lesson based on teaching. Three. Thus, about the existence of high school biology teaching design problems, in-depth study of the causes of the problems and the countermeasures to solve the problem of lacking. Therefore, the study to determine the research questions as follows: first, to show the present situation of high school biology teaching design, find out the existing problems and correction; two, find out the existing problems. Teaching design; three, solutions to the problems of strategy teaching design. According to the research questions identified, this study adopts observation method, literature analysis method, evaluation method, interview method, case analysis method of five kinds of research methods. This paper uses the observation, description of the collective preparation of high school biology teachers the appearance, thus further study to determine the problem. Secondly, using the method of literature analysis in CNKI and Springer link for nearly ten years of literature retrieval, 120 articles were selected, and from The library to borrow fifty books for reference. Through careful reading and analysis of the above documents, the research on the teaching design concept, origin, basis, essence, characteristic and mode of carding, determined according to the teaching design of four factors and teachers on the teaching design of "knowledge" and "emotion" and "meaning" of the high school biology teaching design status study. Third, use of evaluation method, preparation of high school biology teaching design evaluation outline ", carried on the evaluation to 300 senior high school biology teaching design, teaching and find out the problems existing in the design, statistical results. Fourth, use case analysis, find and correct errors in the representative case, final review viewpoint. Finally using interviews, interviews with 70 senior high school biology teachers, find out the causes of the problems of teaching design, and on the basis of solving strategy interview content and related theory to find out the problem. By using the The above research methods, this research has made the following findings: one is making clear the situation of the high school biology teaching design, the teaching problems in the design are analyzed and the statistical results, select the part of teaching design case analysis, specification writing and expression of teaching design; the two is to find out the causes of the problems of biological the teaching design, teachers on the teaching design of "cognitive" and "emotional" and "attitude" have different degrees of deficiency; three is put forward to solve the problems in instructional design strategies that optimize the teachers' teaching book written < >, < > the right to play the teachers' teaching book supporting role, school or research departments to carry out "teaching design training" and improve the teaching design of "criticism mechanism" three aspects to stimulate teachers design teaching motivation. Based on the related theory, 300 Teaching The research of design cases and 70 high school biology teachers, we draw the following conclusions: first, design a teaching high school biology teachers in the teaching goal, teaching contents, existing problems, four aspects of teaching strategies and teaching evaluation to solve design problems; two, teaching from the teachers in the teaching design of "cognitive" and "emotional" "attitude" is insufficient, need to make up; three, optimize teachers' teaching book written < >, to carry out school or teaching department of instructional design training and stimulate teachers' teaching design motivation is the effective measures to solve the problems of teaching design.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【参考文献】