奥苏贝尔有意义接受学习理论在高中生物学习中的应用

发布时间：2018-01-30 19:41

本文关键词： 有意义接受学习高中生物教学应用　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在基础课程改革背景下,生物新课程改革提出：为了适应时代的发展,要更加关注学生的发展,更加强调学生的主动学习。一时之间,探究性学习流行开来,探究性教学占据着一边倒的优势,各学校纷纷推出探究性教学系列活动。在学校的各类教学比赛中,在各种优质课中教师一味展示探究性教学。探究性教学流行的主要原因是,一部分人认为接受学习是机械的、被动的。而高中生物教学的特点是：教学内容广泛而琐碎,教学资源相对落后,应试教育下的学生自主学习能力差。因此,在日常教育教学中,学校学习依然主要采用传统的讲授法这种接受学习模式。奥苏贝尔,美国著名的心理学家,他提出的有意义学习理论为学校教育的理论和实践提供了较为系统和全面的心理学基础。这一理论将学习分为发现学习和接受学习。他认为这两种学习都可以是有意义的,其核心在于学生认知结构中已有的相关概念,学习是通过新知识和学生原有认知结构中的相关概念相互作用而发生的。作者通过对几年教学工作的反思,将奥苏贝尔有意义接受学习理论运用于高中生物课堂,对其进行理论支撑和实践指导。从教学策略、内容分析、案例剖析、教学启示等多个角度展开分析,旨在对高中生物适用于有意义接受学习理论的知识进行系统的归纳,对具体教学案例的实施进行理论指导,引发教师对今后教学的思考与启迪。需要说明的是,尽管作者在本文中倡导有意义接受学习,但作者很明确,它并不是万能的,并不适用于所有知识的教学。因此,在实际教学过程中,要多种教学模式并用,针对不同的教学内容采用最合适的教学方法。
[Abstract]:In the background of basic curriculum reform, the new biology curriculum reform proposed: in order to adapt to the development of the times, we should pay more attention to the development of students, more emphasis on students' active learning. Inquiry teaching occupies a one-sided advantage, each school has launched a series of activities of inquiry teaching. In all kinds of teaching competitions in the school. The main reason for the popularity of inquiry teaching is that some people think that learning is mechanical. Passive. And the characteristics of high school biology teaching are: teaching content is extensive and trivial, teaching resources are relatively backward, students under examination-oriented education learning ability is poor. Therefore, in daily education teaching. School learning still mainly adopts the traditional teaching method, which is the mode of accepting learning. Ausubel, a famous psychologist in the United States. His theory of meaningful learning provides a systematic and comprehensive psychological basis for the theory and practice of school education. This theory divides learning into discovery learning and accepting learning. It makes sense. The core is related concepts in students' cognitive structure. Learning occurs through the interaction of new knowledge and related concepts in students' original cognitive structure. The author reflects on the teaching work in several years. Applying Ausubel's meaningful receptive learning theory to the biology classroom of high school, and carrying on the theoretical support and practical guidance to it. From the teaching strategy, the content analysis, the case analysis, the teaching enlightenment and so on many angles to carry on the analysis. The purpose of this paper is to systematically sum up the knowledge of senior high school biology which is applicable to the meaningful acceptance of learning theory, to guide the implementation of specific teaching cases, and to arouse teachers' thinking and enlightenment on teaching in the future. What needs to be explained is. Although the author advocates meaningful learning in this paper, the author is clear that it is not omnipotent and does not apply to the teaching of all knowledge. Therefore, in the actual teaching process, a variety of teaching models should be used. Adopt the most suitable teaching method for different teaching content.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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