初中生物学教学中探究型学案编制与实施的实践研究

发布时间：2018-02-27 20:24

本文关键词： 初中生物学案教学探究型学案　出处：《苏州大学》2015年硕士论文　论文类型：学位论文

【摘要】：在全国上下开展新一轮课程改革的大背景下,学案教学作为一种新型的教学方式脱颖而出,其有效性深得师生的认可和赞赏。但学案在长期的使用中也出现了越来越多的问题,尤其是学生的主体性没有得到很好的体现,学生的自主探究、合作学习等能力没有得到提高。因此,笔者提出了探究型学案教学,试图改善当前初中生物学案教学的种种弊端,培养学生的主体性和探究精神,让学生在获取知识的同时各项能力也得到发展。本文综合运用了文献研究法、问卷调查法、访谈法和实验法,对初中生物学教学中探究型学案编制与实施进行了深入的研究。主要包括以下几个部分:首先,对本校初中生物学教学中学案的使用现状进行调查,分析和总结其中的存在问题,为研究探究型学案的编制与实施提供依据和参考。其次,从建构主义理论、人本主义理论、最近发展区理论和探究性学习理论阐述了初中生物学教学中探究型学案编制与实施的理论基础。再次,主要探讨了初中生物探究型学案编制的基本原则和模块,并列举了学案案例。初中生物探究型学案编制的基本原则主要有:主体性原则、探究性原则、巧设情境原则、遵循课标和教材原则、关注个体差异原则。探究型学案的模块一般分为七个部分:①展示目标,明确思路;②创设情境,激发探究;③依案导学,自主探究;④合作探究,解答释疑;⑤归航拾贝,学有所获;⑥当堂训练,巩固新知;⑦拓展练习,迁移升华。第四部分详细阐述了初中生物探究型学案实施策略和实施过程。笔者结合教学实践和前人的研究,总结出探究型学案实施的策略主要有:强化学生的主体意识、营造和谐民主的学习气氛、科学地确立发展目标、对学生加强学法指导、定位好师生教与学的关系、注重小组合作学习。在实施过程中以主体性、探究性作为贯穿整个探究型学案教学的主线。第五部分,通过实证研究检验初中生物探究型学案的教学效果。在教学实践中首先从实验班与对照班的学业成绩进行研究,同时从自主学习、主动探究、合作学习等维度来研究实验班在使用探究型学案前后学习情况的变化。研究证实:应用探究型学案教学使学生的主体性得到充分体现;学生在知识建构的探究过程中自主学习、探究能力等得到很好的培养;教师的主导作用在教学中也得到充分的发挥。最后,阐明本文的研究结论,深刻反思了探究型学案在实践中出现的问题,并指出本研究的不足之处,有待今后继续探索,不断完善这一研究。
[Abstract]:Under the background of carrying out a new round of curriculum reform in the whole country, as a new type of teaching method, the teaching of learning plan has gained recognition and appreciation from teachers and students. However, there are more and more problems in the long-term use of school plan. Especially the students' subjectivity has not been well reflected, the students' ability of independent inquiry and cooperative learning has not been improved. Therefore, the author puts forward the inquiry learning plan teaching, trying to improve the current junior high school biology learning plan teaching malpractice. In order to cultivate students' subjectivity and inquiring spirit, students' ability to acquire knowledge is also developed. This paper makes use of the methods of literature research, questionnaire survey, interview and experiment. This paper makes an in-depth study on the establishment and implementation of inquiry learning case in biology teaching in junior high school. It mainly includes the following parts: firstly, the current situation of the use of the case in biology teaching in junior high school is investigated. Analysis and summary of the existing problems, for the study of the establishment and implementation of inquiry learning cases to provide the basis and reference. Secondly, from the constructivism theory, humanism theory, The theory of the proximal development area and the theory of inquiry learning expounds the theoretical basis of the establishment and implementation of inquiry learning plan in biology teaching of junior high school. Thirdly, it mainly discusses the basic principles and modules of the compilation of inquiry learning plan in junior high school biology. And enumerates the case of study case. The basic principles of junior high school biology inquiry learning case compilation mainly include: subjectivity principle, inquiry principle, skillful setting situation principle, following curriculum standard and teaching material principle, Pay attention to the principle of individual difference. The module of inquiry learning case is generally divided into seven parts: 1 display goal, clear thinking and create situation, stimulate inquiry 3 to guide learning according to the case, explore independently and cooperate to explore, answer the questions and answer the questions and go home to pick up the shellfish. In the 4th part, the author expatiates on the implementation strategy and process of the biological inquiry learning plan in junior high school. The author combines the teaching practice with the previous research. Summing up the strategies of carrying out the inquiry learning case: strengthening the students' subjective consciousness, creating a harmonious and democratic learning atmosphere, scientifically establishing the development goal, strengthening the guidance of the learning method for the students, and positioning the relationship between teachers and students' teaching and learning. Focus on group cooperative learning. In the process of implementation, subjectivity, inquiry as the main line throughout the teaching of inquiry learning plan. Part 5th, In the teaching practice, we first study the academic achievements of the experimental class and the control class, at the same time, from the independent learning, actively explore, The study proves that the application of inquiry case teaching can fully reflect the students' subjectivity, and students learn independently during the inquiry process of knowledge construction. The ability of inquiry has been well cultivated, and the leading role of teachers has been given full play in teaching. Finally, the conclusions of this paper are expounded, and the problems in practice of inquiry learning cases are deeply reflected. And points out the deficiency of this research, needs to continue to explore in the future, unceasingly consummates this research.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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