支架式教学在高一生物课堂教学中的设计与实践

发布时间：2018-04-30 10:35

本文选题：支架式教学 + 高一生物　；参考：《扬州大学》2015年硕士论文

【摘要】：支架式教学(Scaffolding Instruction)属于建构主义三大教学理论中的一种,是基于维果斯基“最近发展区”理论的教学模式,是一种通过搭建类似于建筑的“支架”,在高水平的人(如教师)的引导、支持下,逐步帮助学生构建知识体系的教学方法,在促进学生学习方面有着非常好的应用价值。为达到高中生物新课改提出的“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”的要求,进一步变学生被动为主动,提高高一生物课堂的学习效率,本课题通过对支架式教学的理论学习和实践研究,探索该教学模式在具体年级具体课堂实施的可行性,以期提高学生学习生物的兴趣和积极性,从而促进学生的发展,并为新课改理念下的高中生物课堂教学提供一定的理论参考。本课题主要采用了文献法、问卷调查法、实践研究法、数据分析等方法,对支架式教学的理论和实践两大部分开展研究。在掌握相关理论的前提下,先期调查当前高一生物课堂的教学现状和学生的学习态度,然后探讨支架式教学在高一生物课上的具体实施环节,并在一线教师的指导下开展教学实践,最后对实验期间对照班级和实验班级的期中、期末成绩进行数据分析,结合具体课堂教学的效果反馈得出研究结论。本课题对支架式教学的研究背景、研究现状和已有研究成果进行了分析和总结,论证支架式教学的优势和在高一生物课堂实施的可行性,为顺利开展课题作准备。接着,深入学习和研究支架式教学的基本内涵及相关理论基础,对“支架”和“支架式教学”进行了概念界定,并详细讲述了“最近发展区”、和建构主义理论等密切相关的理论基础,进一步对该课题的可行性进行了论证。实践研究主要分为前期调查和教学实践两个环节,前期调查通过进行问卷调查、分析成绩等了解实验班级的基本情况,然后通过三个月的课堂教学,说明教学实践的过程,同时分别针对新授课和复习课展开支架式教学的适用性探讨。在实践环节结束后,本课题进行了反思和总结。主要是对整个课题的研究中得出的结论、出现的问题等进行分析和总结,对研究过程中出现的不足进行反思,并对未来的研究方向提出了自己的见解。将近三个月的生物支架式教学实践研究表明：支架式教学能够显著提高高一生物课堂的教学效果,对提高学生的生物成绩有较明显的促进作用；在提高学生自主学习能力、协作学习能力、分析思维能力和实际应用能力等方面有着显著的提高作用；对于激发学生的生物学习兴趣、转变学生传统的学习方式、提高学生交流和表达能力、培养学生实践和创新能力等方面有着良好的促进作用。也就是说,支架式教学模式在高一生物的课堂教学中确实存在一定的优势。
[Abstract]:Scaffolding instruction is one of the three teaching theories of constructivism. It is a teaching model based on Vygoski's theory of "proximal development zone", and it is a kind of "scaffold" which is similar to architecture. Under the guidance and support of high level people (such as teachers), the teaching method that helps students to construct knowledge system step by step has very good application value in promoting students' learning. In order to meet the requirement of "learning is an active process of constructing knowledge, developing ability and forming correct emotional attitude and values" put forward by the new curriculum reform of biology in senior high school, the students are further changed from passive to active. In order to improve the learning efficiency of senior one biology classroom, this paper explores the feasibility of implementing this teaching model in the concrete classroom of the concrete grade by studying the theory and practice of scaffolding teaching, in order to improve the students' interest and enthusiasm in learning biology. So as to promote the development of students, and provide a certain theoretical reference for high school biology classroom teaching under the new curriculum reform concept. This paper mainly adopts the methods of literature, questionnaire, practice, data analysis, and so on, to carry out research on the theory and practice of scaffolding teaching. On the premise of mastering the relevant theories, this paper investigates the current teaching situation and students' learning attitude in the biology class of Senior one in advance, and then probes into the concrete implementation of scaffolding teaching in the biology class of Senior one. Under the guidance of front-line teachers, the teaching practice is carried out. Finally, the data analysis of the midterm and final grades of the control class and the experimental class during the experiment period is carried out, and the research conclusion is obtained by combining the feedback of the concrete classroom teaching effect. This paper analyzes and summarizes the research background, the present situation and the existing research results of scaffolding teaching, and demonstrates the advantages of scaffolding teaching and the feasibility of implementing it in the biology classroom of Senior one, so as to prepare for the smooth development of the subject. Then, by studying the basic connotation and relevant theoretical basis of scaffolding teaching, we define the concept of "scaffold" and "scaffolding teaching", and describe the "proximal development area" in detail. And constructivism theory and other closely related theoretical basis, further demonstrated the feasibility of the subject. The practice research is mainly divided into two links: the preliminary investigation and the teaching practice. The preliminary investigation understands the basic situation of the experimental class through questionnaire investigation and analysis of the results, and then explains the process of teaching practice through the three-month classroom teaching. At the same time, the applicability of scaffolding teaching is discussed respectively for the new teaching and revision classes. After the end of the practice, the subject is reviewed and summarized. It mainly analyzes and summarizes the conclusions and problems in the research of the whole subject, reflects on the deficiencies in the course of the research, and puts forward his own opinions on the future research direction. The study of biological scaffolding teaching practice for nearly three months shows that scaffold teaching can significantly improve the teaching effect of senior high school students, improve students' biological achievement, improve students' autonomous learning ability, and improve students' ability to learn independently. Cooperative learning ability, analytical thinking ability and practical application ability play a significant role in stimulating students' interest in biological learning, changing students' traditional learning methods, and improving students' ability of communication and expression. Cultivating students' ability of practice and innovation has a good promoting effect. That is to say, the scaffolding teaching model does have some advantages in the classroom teaching of senior high school students.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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