支架式教学模式在高中生物概念教学中的应用研究

发布时间：2018-03-21 13:39

本文选题：支架式教学　切入点：教学模式　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：《普通高中生物课程标准(实验稿)》中强调学习是一个主动建构知识、发展能力、形成正确的情感态度与价值观的过程。课程的基本理念是倡导探究性学习,力图促进学生学习方式的变革。这就要求教师更新教学理念,采用更加适合学生学习和发展的教学模式。生物学概念是生物学科知识的重要组成部分,是生物知识网络中的骨架,教师在进行概念教学时更要重视教学模式的科学性、合理性。支架式教学是以学生为中心,教师为主导,始终以学生的现有认知水平为基础,教师搭好概念框架,引导学生主动建构知识,促使学生的能力不断提高的教学模式。将支架式教学模式应用于高中生物概念教学,不仅有利于教师教育观念的改变,也有利于学生学习方式的改变。本文首先在查阅大量文献资料的基础上,对支架式教学模式和高中生物概念教学的研究现状进行了分析；对支架式教学模式在高中生物概念教学中应用的理论基础进行阐述、相关概念做出界定；结合高中生物概念教学的实践,在支架式教学模式的实现条件、教学过程、教学评价等方面进行了理论探讨。接下来进行实验研究,实验前后对实验班、对照班进行了高中生物学概念学习兴趣和态度、学习方法的问卷调查、统计分析；对实验前后实验班、对照班四个阶段的学业成绩进行统计分析；实验期间对实验班、对照班学生进行访谈,了解学生对支架式教学模式、高中生物课堂教学的看法。通过近一年的时间对支架式教学模式在高中生物概念教学中的应用进行研究,得到以下结论：①支架式教学模式提高了学生学习生物学概念的兴趣、端正了学生的学习态度。②改善了学生生物学概念学习的方法。③提高了学生听课效率、有效培养了学生学习的主体性。④提高了学生的生物学科成绩。在研究中还存在如何确定学生的“最近发展区”；如何处理学生“最近发展区”不平衡；如何建立完善的评价体系,促进学生的全面发展等一系列需要继续深入研究的问题。
[Abstract]:In the Biology Curriculum Standard of General Senior High School (Experimental draft), it is emphasized that learning is a process of actively constructing knowledge, developing ability and forming correct emotional attitude and values. The basic idea of the curriculum is to advocate inquiry learning. This requires teachers to renew their teaching concepts and adopt teaching models that are more suitable for students' learning and development. Biological concepts are an important part of biological knowledge. It is the skeleton in the biological knowledge network. Teachers should pay more attention to the scientific and reasonable teaching mode when carrying out the concept teaching. The scaffolding teaching is student-centered, teacher-led, and always based on the students' existing cognitive level. Teachers set up conceptual framework, guide students to construct knowledge actively, and promote students' ability to improve teaching mode. Applying scaffold teaching mode to biology concept teaching in senior high school is not only helpful to change teachers' educational concept. It is also beneficial to the change of students' learning style. Firstly, this paper analyzes the research status of scaffold teaching mode and biology concept teaching in senior high school on the basis of consulting a lot of literature. This paper expounds the theoretical basis of the application of scaffolding teaching mode in senior high school biology concept teaching, defines the related concepts, combines the practice of senior high school biology concept teaching, the realization condition and teaching process of scaffold teaching mode, Teaching evaluation and other aspects of the theoretical discussion. Then the experimental study, the experimental class, the control class of senior high school biology concept learning interest and attitude, learning methods questionnaire, statistical analysis; The results of the four stages of the experimental class and the control class before and after the experiment were statistically analyzed, and the students of the experimental class and the control class were interviewed during the experiment to understand the scaffolding teaching mode. Through the research on the application of scaffold teaching mode in biology concept teaching in senior high school for nearly a year, the following conclusions can be drawn: 1 scaffold teaching mode can improve students' interest in learning biological concepts. The correct attitude of students improved the methods of learning biological concepts, and improved the efficiency of listening to classes. Effective cultivation of students' subjectivity in learning improves students' achievement in biology. There are also ways to determine students'"proximal development area", how to deal with the imbalance of students'"proximal development area", how to establish a perfect evaluation system, and how to establish a perfect evaluation system. To promote the overall development of students and a series of issues that need to be further studied.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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