提高不同层次高中生生物课程学习能力的实践研究

发布时间：2018-01-24 21:16

本文关键词： 高中生物层次性分层教学学生能力　出处：《河南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着高中招生规模逐渐扩大,新生入学门槛也逐渐降低。在同一班级中,不同学生个体之间的差异加大,与其他学科一样,生物教学多数仍采用传统的授课进行一刀切方式教学。这种“齐步走”的教育模式下,班级学生的接受能力和平均基础水平作为教师教学的参照,对全体学生实施同要求、同内容、同进度的教学,这样的教学可能适合于部分学生,但对于另一部分学生,特别是处于班级首尾两端的优秀生与后进生恐怕则就不大适合了。最终导致优秀生吃不饱,但后进生们则又感觉吃不消,尖子生仍冒不出来,差生跟上不,严重阻碍了这部分学生应有的发展。为了在课堂教学中切实做到面向全体学生、全面提升学生生物学习能力,首要解决的问题是参差不齐的学生学习可能性与整体划一的教学目的之间的突出矛盾。然而若要解决这一矛盾,就必须要确立两个基点,一是学生的“学”与教师的“教”,学生是存在客观差异的,教师的教也是存在差异的;二是所有学生包括学困生在内都具有充分的发展潜能,在课堂教学中要形成一种促使全体学生都能在自己原有基础上得到良好发展的机制。在此基础上形成的教学策略,就是分层教学。本研究在教学活动中,依照学生的学习成绩、学习能力、生物知识基础的差异和学生的学习可能达到水平,再考虑到高中学生的心理与生理特点及性格特征,可以将全班学生分成上、中、下三个层次。这三个层次分别命名为能力层、技能层、基础层。本文采用文献研究法、问卷法、实践研究法等,参考高中生物学科的课程标准的要求,考虑到高中生生物学习的实际情况,以引导学生发展学习能力为目的的生物分层教学实验过程主要包含目标导向、分层教学、点播提高、精练拓展、反馈评价等五个环节,进行分层教学对学生生物学习能力的实践研究。最后得出形成如下结论:第一、在高中生物教学中实施分层教学有效地激发了学生学习生物的兴趣,提升了学生生物学习能力。第二、在高中生物教学中实施分层教学避免做一些简单重复的作业而增加他们学习的负担,相当于对学生减负。第三、在高中生物教学中实施分层教学促进了学生间的合作与竞争,大大提高了学生的学习积极性和主动性。第四、在高中生物教学中实施分层教学促进了师生之间的交流,师生关系也变得更加融洽,营造了良好的教学环境。第五、在高中生物教学中实施分层教学优化了教学的全过程,激发了各层学生学习生物的兴趣,变“被动学习”为“主动学习”。有效地转化了学困生,提高了教学质量。第六、在高中生物教学中实施分层教学极大地锻炼了教师的组织调控与随机应变能力,另外分层教学本身引出的思考和学生在分层教学中提出来的挑战所都有利于教师能力的全面提升。
[Abstract]:With the expansion of high school enrollment, the entrance threshold of new students is gradually reduced. In the same class, the differences between different students increase, just like other subjects. The traditional teaching method is still adopted in biology teaching. In this "one-size-fits-all" education mode, the acceptance ability and average basic level of class students are the reference for teachers' teaching. For all students to implement the same requirements, the same content, the same progress of teaching, such teaching may be suitable for some students, but for another group of students. In particular, the top students and the underachievers at both ends of the class are probably not suitable. Eventually, the excellent students do not have enough to eat, but the underachievers feel that they cannot afford it. The top students are still unable to come out, and the poor students are unable to keep up. This seriously hinders the development of this part of the students. In order to effectively face all the students in classroom teaching, improve the students' biological learning ability in an all-round way. The most important problem to be solved is the prominent contradiction between the uneven students' learning possibility and the overall uniform teaching purpose. However, if we want to solve this contradiction, we must establish two basic points. First, there are objective differences between students'"learning" and teachers'"teaching", and there are also differences in teachers' teaching. Second, all students, including students with learning difficulties, have full potential for development. In the classroom teaching to form a mechanism to promote all students to get good development on their own basis. On this basis, the teaching strategy is layered teaching. This study in teaching activities. According to the students' academic achievement, learning ability, the difference of biological knowledge base and the level of students' learning, and taking into account the psychological and physiological characteristics and personality characteristics of senior high school students, the whole class can be divided into classes. The three levels are named ability level, skill level and basic layer. This paper uses literature research method, questionnaire method, practice research method and so on, referring to the requirements of senior high school biology curriculum standards. Considering the actual situation of high school students' biological learning, the experiment process of biological stratification teaching aimed at guiding students to develop their learning ability mainly includes goal-oriented, layered teaching, on-demand improvement and concise development. Feedback evaluation and other five links, stratified teaching on students' biological learning ability of practical research. Finally, the following conclusions are reached: first. The implementation of stratified teaching in biology teaching in senior high school has effectively stimulated students' interest in learning biology and improved students' biological learning ability. Second. The implementation of stratified teaching in senior high school biology teaching to avoid doing some simple and repetitive homework and increase their learning burden is equivalent to reducing the burden on students. Third. The implementation of stratified teaching in senior high school biology teaching has promoted the cooperation and competition among students and greatly improved the students' learning enthusiasm and initiative. 4th. The implementation of stratified teaching in senior high school biology teaching has promoted the communication between teachers and students, and the relationship between teachers and students has become more harmonious, creating a good teaching environment. 5th. The implementation of stratified teaching in senior high school biology teaching has optimized the whole process of teaching, stimulated the interest of students at all levels in learning biology, changed "passive learning" into "active learning", and effectively transformed students with learning difficulties. Improve the quality of teaching. 6th, the implementation of stratified teaching in senior high school biology teaching greatly exercises the teacher's organizational control and the ability to adapt to the situation. In addition, the thinking induced by stratified teaching itself and the challenges raised by students in stratified teaching are all conducive to the overall improvement of teachers' ability.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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