基于后现代课程观的高中生物课堂教学设计

发布时间：2018-01-13 13:25

本文关键词：基于后现代课程观的高中生物课堂教学设计　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：后现代课程观是对现代课程观不足之处的反思基础上逐渐提出、形成和发展而来的,所以后现代课程观并不是凭空想象得到的虚无产物。对于现代课程观与后现代课程观,不能因现代课程观部分过时的理论而因噎废食,也不能因现实条件无法满足某些后现代课程观的实践而全盘否定后现代课程观。生物新课程改革以后现代课程观作为指导理论,生物教师在进行课堂教学时,结合后现代课程观进行课堂教学设计也是教学发展的一种趋势。当下新课程倡导的教学中无处不体现后现代课程理论,但提到“后现代课程观”一词,仍有教师认为“后现代课程观”是未来的、虚无的,并没有意识到自己已在实践后现代课程观。针对以上现象,启发笔者有关思考：后现代课程观是什么?与现代课程观有哪些区别?高中生物教学中体现了哪些后现代课程观?教师如何更好地运用后现代课程观指导教学设计?通过对这些问题的思考,确定了研究课题。本次研究采用理论研究与实践研究相结合,理论研究主要包括对后现代课程观的产生及发展的研读,对国内、外有关后现代课程观的研究现状进行综述。研究发现对于后现代课程观的概念众说纷纭,所以笔者对后现代课程观的概念进行界定,形成指导该文的后现代课程观定义；在教学实践中,笔者结合界定的后现代课程观与高中生物新课程标准,指导教学设计,并着重对教学目标设置、教学内容选取、教学过程设计的思路加以阐释。研究发现后现代课程观的很多理论在我们的教学中均有实践,以生物新课程标准为例,新课程标准基本理念,即提高生物科学素养、面向全体学生、倡导探究式学习和注重与现实生活相联系,每一条都有着后现代课程观深深的烙印。新课程标准的理念指导教师的教学,教师在接受并运用新课程标准进行教学,即教师已在教学中潜移默化地实践着后现代课程观的有关理论。本次研究成果主要有,一为高中生物教师结合后现代课程观进行生物教学设计提供参考范式,二将高中新课程标准倡导理念提升至理论层次。
[Abstract]:The postmodern curriculum view is put forward, formed and developed on the basis of reflection on the deficiency of the modern curriculum view. Therefore, the postmodern curriculum view is not the product of nothingness that can be imagined out of thin air. For the modern curriculum view and the post-modern curriculum view, we should not choke on it because of the outdated theory of the modern curriculum view. Nor can we completely negate the postmodern curriculum view because the realistic conditions can not meet the practice of some post-modern curriculum outlook. As a guiding theory, biology teachers are carrying out classroom teaching. It is also a trend of teaching development to combine the postmodern curriculum concept with classroom teaching design. At present, the teaching advocated by the new curriculum embodies the postmodern curriculum theory, but refers to the word "post-modern curriculum view". Some teachers still think that "postmodern curriculum view" is the future, nothingness, and do not realize that they have been practicing the postmodern curriculum view. In view of the above phenomenon, the author is inspired to think about: what is the postmodern curriculum view? What are the differences from the modern curriculum view? What are the postmodern curriculum concepts embodied in biology teaching in senior high school? How can teachers better use postmodern curriculum concept to guide teaching design? Through the consideration of these problems, the research topic is determined. This research adopts the combination of theoretical research and practical research. The theoretical research mainly includes the study of the emergence and development of post-modern curriculum concept, and the study of domestic. The research found that the concept of post-modern curriculum concept is different, so the author defines the concept of post-modern curriculum view. Form the definition of postmodern curriculum concept; In the teaching practice, the author combines the defined post-modern curriculum concept with the new curriculum standard of biology in senior high school to guide the teaching design, and focus on the setting of teaching objectives and the selection of teaching contents. The study found that many theories of postmodern curriculum concept have been practiced in our teaching, taking the new biology curriculum standard as an example, the basic concept of the new curriculum standard. That is, to improve biological science literacy, face all students, advocate inquiry learning and pay attention to real life, each has a deep brand of post-modern curriculum concept. The new curriculum standards of the idea of guiding the teaching of teachers. Teachers are accepting and using the new curriculum standards for teaching, that is, teachers have been tacitly practicing the postmodern theory of curriculum. The main results of this study are. The first is to provide the reference paradigm for the biology teaching design of the senior high school biology teachers combined with the postmodern curriculum view, and the second is to promote the high school new curriculum standard to the theoretical level.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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