“少教多学”理念在高中生物课堂的实践

发布时间：2018-03-01 18:30

本文关键词： 少教多学高中生物三学一评价实践　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：面对日益激烈的社会竞争,社会对学生的要求越来越高。传统的教学方式已无法适应时代发展,学生在学校学习的不仅仅是通过死记硬背得来的书本知识,如何培养学生的能力显得尤为重要。“少教多学”作为一种由来已久的教育理念被重新提出,其强调学生的主体地位,重视学生能力的培养,在国内外得到广大教育者的拥护。在国外,新加坡的“少教多学”落实地较成功,国内也出现了一些积极响应的学校,另外许多教育研究者也在积极探索如何更好地在课堂上应用“少教多学”,提高学生的学习能力。笔者通过文献查阅,了解了近年来国内外在“少教多学”方面所做的研究,在他们的基础上,笔者作为一线教师,通过一学期的实践,总结出了一个在高中生物课堂上实践其理念的教学方案,“三学一评价”形式,即“导学——自学——互学——评价”。导学：引导学习；自学：自主探究；互学：互动合作；评价：师生共评。本文以新授课《细胞中的水和无机盐》,实验课《植物细胞的吸水和失水》为例,展开了此方案在高中生物教学中的应用。笔者作为一线教师,在厦门集美中学高一年进行了对比实验教学,在实验班以此方案教学为主,在对照班以传统形式教学为主。经过一学期的实验教学,笔者通过找学生访谈、调查问卷的形式对两组班级的学习情况进行调查,整理数据并分析发现“三学一评价”方案具有一定的可行性,学生对这样的课堂表现出明显偏爱。另外,笔者还发现,通过一学期的教学实验后,在教学成绩上有一定优势,实验班的学生在课堂上思维更加活跃,而传统教学的班级学生显得更加沉默,对知识缺乏热情。当然,“少教多学”理念在高中生物课堂的落实还有许多需要改进的地方,需要教育研究者的继续深入研究和实践,本文仅为今后高中生物教学提供理论和实践依据。
[Abstract]:In the face of increasingly fierce social competition, society is demanding more and more students. The traditional teaching method has been unable to adapt to the development of the times. Students are not only learning book knowledge through rote memorization in school. How to cultivate students' ability is particularly important. "less teaching and more learning" has been put forward again as a long-standing educational idea, which emphasizes the main position of students and emphasizes the cultivation of students' ability. It has won the support of educators at home and abroad. Abroad, Singapore's implementation of "less teaching and more learning" has been relatively successful, and there have also been some schools in China that have responded positively. In addition, many educational researchers are also actively exploring how to better use "less teaching and more learning" in the classroom to improve students' learning ability. Through literature review, the author has learned about the research done in recent years in the field of "less teaching and more learning" at home and abroad. On their basis, the author, as a first-line teacher, through a semester of practice, summed up a high school biology classroom in the practice of its concept of teaching plan, "three learning one evaluation" form, That is, "guiding learning-self-learning-mutual learning-evaluation". Guided learning: guided learning; self-study: self-inquiry; mutual learning: interactive cooperation; Evaluation: teachers and students jointly comment. This paper takes the new teaching "Water and Inorganic Salt in cells" and the Experimental course "Water absorption and Water loss of Plant cells" as an example to develop the application of this scheme in biology teaching in senior high school. In the first year of senior high school of Jimei Middle School in Xiamen, comparative experimental teaching was carried out. In the experimental class, the program was used as the main teaching method, and the traditional teaching in the control class was mainly used. After one semester of experimental teaching, the author conducted interviews with the students. The form of questionnaire surveys the learning situation of two groups of classes, collates the data and analyzes the feasibility of the "three Learning and one Evaluation" scheme, and the students show obvious preference for this kind of class. In addition, the author also finds that, After a semester of teaching experiments, the students in the experimental class are more active in thinking in the classroom, while the students in the traditional teaching class appear more silent. Lack of enthusiasm for knowledge. Of course, the implementation of the concept of "less teaching and more learning" in senior high school biology classes still needs to be improved, and further research and practice by educational researchers are needed. This paper only provides theoretical and practical basis for biology teaching in senior high school.
【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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