小组合作学习在初中生物复习课中的应用研究

发布时间：2018-03-05 18:12

本文选题：初中　切入点：生物　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：生物这门课程相对于其他基础学科(如,语文、数学、英语)来说存在着特殊性,特别是初中的生物课程。目前,考试制度仍然是学校教学的指挥棒。由于中考不考生物,初中生物在初中的各学科中所占的地位相对比较低,许多学校对生物学科关注度不够高,学生及家长对于生物学习课上和课下均呈现出放松状态。尽管教师尽可能的让生物课堂丰富有趣,但是对于一些琐碎的知识点的记忆,学生们最多能做到当堂记住,但课下不复习,很快就会遗忘。唯有在接近期末考试的复习阶段,学生、家长以及班主任都会对生物的学习重视起来。因此,复习课成为初中生物学习的较为有效也是相对关键的时期。但是,由于复习课时间有限,很多生物老师为了应对期末考试,只是单纯的将知识重点罗列下来,然后让学生机械的记忆,一方面导致生物复习课堂死板无趣,另一面导致学生理解仅仅停留在表面层次。新的课程改革纲要明确提出要培养学生的探究、合作、创新能力,提高学生学习的积极性和主动性,从而培养出会学习会创新会发展的高素质人才。但是以往的生物复习课堂的教学模式明显无法满足新课程改革的要求,机械的知识堆积记忆只会减弱学生的学习兴趣,而且根本无法提高学生各方面的能力,阻碍了学生的健康全面发展。为了提高生物学科的教学水平,探索更好的初中生物复习课教学方法,本人将新课改所倡导的小组合作学习引入复习课程中,对实验班和对照班采用不同的课堂教学模式,通过试验数据和问卷调查分析得出相应的结论。本人所设计的小组合作学习的生物复习课堂是根据不同类型的课题而有所不同的。在本文中笔者主要列举了两种类型的复习课堂模式:1.对于实验课及理解性质较强的课程复习模式2.对于易于理解但知识琐碎对记忆要求较高的课程复习模式。这两种课堂复习模式都是在最大限度提高学生学习积极性的基础上进行的合作讨论或者比赛竞争。另外,在一些适宜的复习课程中我还适时插入了小组合作讲故事、我们小组来讲课等小组合作学习的其他样式,从而使小组合作学习更加灵活更加丰富。本文的创新之处就在于对小组合作学习的应用灵活性的提高,针对不同的课程应用不同的复习模式,针对不同的复习内容应用不同的合作样式,小组合作复习课的样式可以灵活丰富,从而增加了创新的分量,有效避免了固定的模式的套用滥用现象。经过对复习课中实施小组合作学习的试验、研究,我发现:小组合作学习在初中生物复习课堂教学的诸多方面有很大的优越性,非常值得应用和推广实施,但是在推广实施过程中需要不断的探索和改进,需要坚持不懈的研究合作学习的理论,增强教学实践,并结合学生学情,结合教学内容,得出适合自己学生的初中生物复习课的学习应用办法。
[Abstract]:The biology course has its particularity compared with other basic subjects (such as Chinese, mathematics, English), especially the biology course in junior high school. At present, the examination system is still the baton of school teaching. The status of biology in junior high school is relatively low, and many schools pay less attention to biology. Students and parents showed relaxation in biology class and after class. Although teachers try to make biology class as rich and interesting as possible, students can remember some trivial knowledge points at best. But if you don't review after class, you will soon forget. Only near the final exam review stage, students, parents and class teachers will attach importance to biology study. Therefore, Recitation is a relatively effective and crucial period for biology learning in junior high school. However, due to the limited time of the recitation class, many biology teachers simply list the key points of their knowledge in order to cope with the final exam. Then let the students' mechanical memory, on the one hand, cause the biology review class to be dull and boring, on the other hand, cause the students to understand only at the superficial level. The new curriculum reform outline clearly proposes to cultivate the students' ability to explore, cooperate and innovate. In order to improve students' enthusiasm and initiative in learning, we can cultivate high-quality talents who can learn and innovate and develop. However, the previous teaching mode of biology review classroom obviously can not meet the requirements of the new curriculum reform. Mechanical knowledge accumulation and memory will only weaken students' interest in learning, and can not improve the students' ability in all aspects, which hinders the students' healthy and all-round development, in order to improve the teaching level of biology, To explore a better teaching method of biology review class in junior middle school, I introduce the group cooperative learning advocated by the new curriculum reform into the review course, and adopt different classroom teaching models for the experimental class and the control class. Through experimental data and questionnaire analysis, the corresponding conclusions are drawn. The biology review classroom designed by me for cooperative learning is different according to different types of topics. In this paper, the author mainly lists two kinds of biological review classes. Type of review class model: 1. For the experimental class and for the more understanding of the nature of the curriculum review model 2. Easy to understand but knowledge trivial requirements for the memory of the curriculum review model. These two types of classroom review model is the largest in the class. A cooperative discussion or competition based on the limitation of students' enthusiasm for learning. In addition, In some of the appropriate recitation courses, I have also inserted other forms of cooperative group learning, such as group storytelling, lectures in our group, and so on. In order to make group cooperative learning more flexible and richer. The innovation of this paper is to improve the flexibility of the application of group cooperative learning, according to different curriculum application of different review models, According to different review content application different cooperation style, the group cooperation review class style can be flexible and rich, thus increased the innovation weight, Through the experiment of carrying out group cooperative learning in review class, I found that group cooperative learning has great superiority in many aspects of biology review classroom teaching in junior high school. It is very worth applying and popularizing, but in the process of popularizing and implementing, we need to explore and improve continuously, to study the theory of cooperative learning, to strengthen the teaching practice, and to combine the learning situation of students and the teaching content. To find out suitable for their own junior high school biology review class learning application.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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