角色扮演在初中生物教学中的行动研究

发布时间：2018-03-15 20:05

本文选题：角色扮演　切入点：实验班　出处：《山西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：发挥学生主体性是生物新课程实施的时代性要求，是三维目标课堂教学的要求。也是师生轻松愉快学习的期待,开展初中生物教学的角色扮演活动能够活路课党气氛。使学生的主动性学习得到提高,解色扮演教学法就是一种教师根据教材内容排课堂教学的需求,在课堂教学过程中,组织指导学生实施知识内容角色扮演活动的教学模式,是教师引导学生参与教学活动,通过让学生扮演生命活动的各种角色,进入生命体的活动情境,去“重演”、“预演”成“再现”生命活动过程,达到对知识的理解和技术掌所致。角色扮演教学活动如何在初中生物教学中具体实施是本文重点探索的问题。通过半年时间在初二年级的行动研究,本文实践应用了角色扮演教学活动的一段步骤,包括七个环节;进入角色情境——挑选学生演员,进行角色分配——场景筹备——观众培训——情境表演——讨论表演内容——课堂评论,根据师生的学生发展变化扮角色扮演教学活动的开展分为萌芽,成长,成熟三个阶段;依据学生演绎形式的不同突出点,可以把学生的角色扮演活动分为七种类型,分别是:注重与日常生活情节相联系的演绎。注重肢体动作展现的演绎,注重人类与动物友好相处的演绎。注重与观众互动的演绎,注重知识讲解的演绎,注重新旧知识相联系的演绎。注重运用道具的演绎。本文对实验班和对照班进行对照实验。根据实验班和常规班的成绩发展变化,得出了合理的“角色扮演”教学活动能够提高初中学生的学习效率(P0.05);根据学生在课堂上的活路表现,学生的访谈实录,得出了“角色扮演”教学活动真正有效的提高初中学生的学习积极性和自主学习能力;根据学生填写的“角色扮演”在初中生物教学中的实践应用学生自评互评表,学生在小组中默契配合,学生对角色的淋漓尽致的展现得出了“角色扮演”教学活动能够增强初中学生的合作能力,社会交际能力和创新能力。当然角色扮演教学活动的开展也有它适合的范围，，也有一些还未解决的问题和不足，需要在今后的教学实践中继续深入研究与细化。
[Abstract]:Giving full play to students' subjectivity is the requirement of the times for the implementation of the new biology curriculum, the requirement of the three-dimensional objective classroom teaching, and the expectation of the teachers and students to learn easily and happily. The role-playing activities in biology teaching in junior high school can improve the students' active learning, and the role playing teaching method is a kind of teaching method arranged by teachers according to the content of the teaching material, in the course of classroom teaching. The teaching mode of organizing and instructing students to implement knowledge content role-playing activities is that teachers guide students to participate in teaching activities and enter the active situations of life forms by letting students play various roles in life activities. To "repeat", "rehearse" into "reproduce" the process of life, to achieve the understanding of knowledge and technology. How to carry out role-playing teaching activities in junior high school biology teaching is a key issue to be explored in this paper. Through a half-year action study in grade two of junior high school, this paper has put into practice a step of role-playing teaching activities. It includes seven parts: entering the role situation-selecting the student actors, performing the role assignment, setting up the scene, the audience training-the situation performance-discussing the performance content-the classroom review, According to the development of students' development and change of teachers and students, the development of role-playing teaching activities can be divided into three stages: budding, growing and maturing; according to the different prominent points of students' deductive forms, students' role-playing activities can be divided into seven types. They are: pay attention to the deduction associated with the plot of daily life, pay attention to the deduction of the body action, the friendly relationship between human beings and animals, the interpretation of interaction with the audience, and the interpretation of knowledge. Pay attention to the new and old knowledge related deduction. Pay attention to the use of props deduction. This paper carries on the control experiment to the experimental class and the control class. According to the development of the results of the experimental class and the conventional class, It is concluded that rational role-playing teaching activities can improve the learning efficiency of junior high school students. It is concluded that the role-playing teaching activities can effectively improve the students' learning enthusiasm and autonomous learning ability, and according to the students' practice of "role-playing" in biology teaching in junior high school, the self-assessment form of students' mutual assessment can be applied to junior high school students' biology teaching. With the tacit cooperation of students in the group, the students' role shows vividly that "role-playing" teaching activities can enhance junior high school students' cooperative ability, social communication ability and innovation ability. Of course, the development of role-playing teaching activities also has its suitable scope, but also some unsolved problems and deficiencies, which need to be further studied and refined in the teaching practice in the future.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【参考文献】