有效教学下的高中生物“一课三练”教学模式的实践与探索

发布时间：2018-03-28 10:38

本文选题：高中生物　切入点：有效教学　出处：《华中师范大学》2015年硕士论文

【摘要】：在教学实践中,根据本校学生生源质量较差、学习被动、方法欠佳,在学业上的成就感较低的特点,我们提出了“一课三练”的教学模式,即“课前练、课中练、课后练”。“课前练”,目的在于训练学生对基础知识的重视和回归教材的意识,引导学生先学后教；“课中练”重点在于培养学生主动参与课堂活动的习惯,训练实践能力和综合能力；“课后练”旨在拓宽学生视野、迁移发展、举一反三,面对新的情境,探索并解决问题。该教学模式研究的重点在于“三练”的设计,练习的质量和数量直接关系该教学模式能否顺利开展和取得预期效果。因此我们大胆地提出自己编写出适合本校学生的校本练习册的想法,要求教师要紧紧围绕本校学生的生情、学情、教材以及课标要求,精心挑选设计题目,控制题量和难度值。需要特别指出的是,“课中练”的形式是多种多样的,围绕和服务重难点的突破,教师可以选择典型代表的题目来突破重难点,帮助学生消除误区和易错点；也可以采取其他形式的体验式练习活动,让学生亲自参与课堂活动,激发学生兴趣,吸引学生注意,从而帮助学生更容易地理解难点。“一课三练”教学模式是一种以学生为中心的教学模式,教师更加关注学生是怎样学的。由该模式产生的校本练习有很强的针对性,它专门针对本校学生,摒弃了那些机械重复的训练,围绕教学重难点进行巩固训练,让每位学生发现剖析自己学习的不足并及时加以改正。然而,“一课三练”教学模式不是生物课堂唯一的模式。在实际教学中,根据学生的认知特点、课程目标、教学内容以及现有的教学条件等情况,我们还辅助其他的教学方法和技术手段,使得课堂达到尽可能好的教学效果。
[Abstract]:In teaching practice, according to the characteristics of poor quality of students, passive learning, poor method and low sense of achievement in study, we put forward the teaching mode of "one lesson and three exercises", that is, "practice before class, practice in class". The purpose of "practice before class" is to train students to attach importance to basic knowledge and to return to the awareness of teaching materials, and to guide students to learn before teaching, while the emphasis of "practice in class" is to cultivate students' habit of actively participating in classroom activities. The purpose of "training after class" is to broaden the students' horizons, transfer and develop, draw a lesson from one another, explore and solve problems in the new situation. The emphasis of this teaching model is the design of "three exercises". The quality and quantity of the exercises are directly related to the smooth development of the teaching model and the expected results. Therefore, we boldly put forward our own idea of compiling school-based workbooks suitable for our students. Teachers are required to focus closely on their students' conditions of life, learning, teaching materials and curriculum standards, to carefully select topics for design, to control the amount of questions and the value of difficulty. It should be pointed out that there are many forms of "practicing in class". Focusing on the breakthrough of the difficult points in service and service, teachers can choose the typical representative topics to break through the heavy difficulties and help students eliminate misunderstandings and error-prone points; they can also take other forms of experiential exercise activities so that students can participate in classroom activities in person. Stimulate students' interest, attract students' attention, so as to help students to understand the difficulties more easily. "one lesson three practice" teaching model is a student-centered teaching model, Teachers pay more attention to how students learn. School-based exercises produced by this model have strong pertinence. It is aimed specifically at the students of our school. They abandon the mechanical repetitive training and consolidate the training around the important and difficult points of teaching. However, "one lesson and three exercises" teaching model is not the only model of biology classroom. In actual teaching, according to the students' cognitive characteristics, curriculum objectives, Teaching content and existing teaching conditions, we also assist other teaching methods and technical means, so that the classroom to achieve the best teaching results.
【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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