基于建构主义理论指导的高中生物课堂教学

发布时间：2018-03-26 10:23

本文选题：建构主义　切入点：教学观　出处：《聊城大学》2015年硕士论文

【摘要】：认知学习法(也叫认知符号学习法),在20世纪60年代正式出现,并在教学领域迅速扩大,产生了较大的影响。从1980年开始,认知学习理论逐步取代了行为学习理论,而建构主义学习理论是认知学习理论的进一步发展,在20世纪90年代迅速发展,并传入我国。近年来,建构主义教学观同时在教育理论界和教学实践界产生了强劲的影响,随着科学技术的发展,多媒体和网络技术使建构主义理论所代表的思想观点在教育领域中迅速发展并且倍受欢迎。本文旨在通过研究基于建构理论指导下的教学模式在高中生物课堂的应用,使广大一线生物教师完成更有效的教学设计,更好的组织课堂教学,从而提高高中生物课堂的教学效率。本文采用文献分析法、实证研究法、访谈法、观察法,充分解读建构主义的观点并结合自己的教学实践,从反思传统生物课堂教学角度出发,参考建构理论的三种教学模式,即情境式教学、随机进入式教学和支架式教学,并制作了三个相应的教学设计,分别为:《蛋白质——生命活动的主要承担者》、《人类的遗传病》、《细胞中的元素和化合物》。本次试验对象为山东省滕州市第一中学高一级部四个平行班级的学生:高一(53)——(56)班。笔者根据试验学校的教学进度,在自然情况下,由同一老师进行教授。其中53、54班为试验班,使用笔者制作的教学设计完成教学活动,55、56班为对照班,使用传统的方法进行教学。授课完毕,使用笔者设计的试卷进行当堂测验,通过分析比较两组班级的成绩差异,检验笔者制作的教学设计是否对教学有帮助。试验共进行三次,发放试卷606份,回收606份,其中有效试卷573份,有效回收率是95%。试卷的批阅结果显示:30道题目中,27道题目的通过率实验班高于对照班。通过对试卷成绩进行的SPSS数据分析以及从试验后实验班和对照班在学习兴趣、学习态度中反映出的学生课堂积极性,如学习参与程度、小组协作等方面明显优于对照班;这说明本文的结论有实践支持。因此,将建构主义理论这一种现代理论和当前生物新课改的结合点——高中生物课堂教学作为研究对象,对生物新课改的推广有一定的帮助。本文不可避免的存在一些现实问题,比如说教学实践过程时间较短,所取得的研究成果是否有应用价值,以及教学试验中如何减少无关变量对试验的干扰等,这些问题都是要在今后的教育实践中进行更深层次的研究。
[Abstract]:Cognitive learning method (also called cognitive sign learning method) appeared in the 1960s, and expanded rapidly in the teaching field. Since 1980, cognitive learning theory has gradually replaced behavioral learning theory. Constructivism learning theory is a further development of cognitive learning theory, which developed rapidly in the 1990s and spread to China. In recent years, constructivism teaching theory has exerted a strong influence on both educational theory and teaching practice. With the development of science and technology, Multimedia and network technology make the ideas represented by constructivism theory develop rapidly in the field of education and become popular. This paper aims to study the application of teaching model guided by constructivist theory in biology classroom in senior high school. In order to improve the teaching efficiency of biology classroom in senior high school, this paper adopts the methods of literature analysis, empirical research, interview, observation, and so on, so that the majority of biology teachers can complete more effective teaching design, better organize classroom teaching, and improve the teaching efficiency of senior high school biology classroom. From the perspective of reflecting on the traditional biology classroom teaching, the author fully interprets the constructivist viewpoint and combines his own teaching practice, referring to the three teaching modes of the constructivism theory, namely situational teaching, random entry teaching and scaffolding teaching. And has made three corresponding teaching design, The subjects of this experiment are: "protein-the main carrier of life activity", "Human genetic disease", "elements and compounds in cells". The subjects of this experiment are students of four parallel classes in the first grade high school of Tengzhou City, Shandong Province: senior one. According to the teaching progress of the experimental school, Under natural circumstances, the same teacher will teach. Among them, class 53n54 is the experimental class, class 55556 is the control class with the teaching design made by the author, and the traditional teaching method is used. The teaching is finished. Using the test paper designed by the author to carry out the in-class test, by analyzing and comparing the differences between the two groups of classes, to test whether the teaching design made by the author is helpful to the teaching. The experiment was conducted three times, 606 papers were distributed, and 606 copies were recovered. Of the 573 valid papers, The effective recovery rate was 95. The result of examination showed that the passing rate of 27 of the 30 items was higher in the experimental class than that in the control class. Through the analysis of the SPSS data of the test paper and the interest of the experimental class and the control class after the experiment, The students' enthusiasm in class, such as the degree of learning participation, group cooperation and so on, reflected in the learning attitude, is obviously superior to that of the control class, which shows that the conclusion of this paper is supported by practice. Taking constructivism theory, a combination of modern theory and current biology new curriculum reform, as the research object of biology classroom teaching in senior high school, is helpful to the popularization of biology new curriculum reform. For example, the process of teaching practice is relatively short, whether the research results obtained are of practical value, and how to reduce the interference of irrelevant variables to the experiment in teaching experiments, and so on. These problems are to be further studied in the future educational practice.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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