项目教学在生物学重要概念教学中的应用研究

发布时间：2018-05-03 04:04

本文选题：项目教学 + 重要概念　；参考：《南京师范大学》2015年硕士论文

【摘要】：随着我国教育改革的深入发展,要求生物学课程关注每一个学生、提高学生的科学素养,特别是一个普通公民终身发展所需的生物科学素养,促进他们在原有基础上的良好发展。教师在教学中需要结合学校和学生的实际,创造性地进行教学。项目教学是发展学生21世纪技能的有效手段,其驱动性问题基于学生的自身兴趣,来源于学生的实际生活,解决问题需要组建项目小组,在合作学习中运用多种媒体技能,生成项目作品分享成果。项目教学是一种形式、一个平台,建构重要概念是目标,项目教学在生物学重要概念教学中的应用就是在这一平台上实现目标。“如何应用项目教学进行重要概念教学?存在哪些优劣?”等问题需要进行实践应用研究。本文首先对项目教学的内涵进行了界定,分析了项目教学的含义,解释了什么是驱动性问题,根据自身对项目教学的理解制定了项目教学的流程。并进一步界定了重要概念的内涵,在与接受式学习的差异、与活动教学的区别、与基于问题的教学两者间关系和任务驱动式教学的关系的比较中,指出项目教学是一种能体现出学生合作的有意义的学习活动,其过程中引导学生不断收获21世纪技能,有利于学生形成终身学习的态度。接着,论文选择了新授课、复习课、试卷讲评课等典型课例进行深入例析,从项目描述、重要概念、项目实施、案例分析等4个方面进行剖析反思,通过预设与生成之间的比较,分析了学生的心理、生活经验、知识储备、驱动性问题选择优劣、项目实施对建构重要概念的有效性等。选择了研究性学习进行项目教学的全面实施,并对学生作品和补偿研究深入分析。结合应用的思考,归纳出将原有驱动性问题分解、借助不同的新媒体技术手段等形成设置微项目,扩展项目教学的应用范围,在跨学科和非常态工作中引入新常态评价,完善项目教学的运行机制,借力团队合力进行补偿研究等经验实现项目教学在建构重要概念方面的推进。在此基础上,引入SWOT分析法,从优势、劣势、机会、威胁4个维度,发掘了项目教学在合作学习、多元化建构概念、提升学生责任感等的优势,在缺少时间、缺乏支持方面的劣势,在全新尝试、真实生活、多种技能中存在的机会,以及分数、教师自身设计能力、同伴缺乏方面的威胁。
[Abstract]:With the further development of education reform in China, biology curriculum is required to pay attention to every student, improve students' scientific literacy, especially the biological science literacy required for the lifelong development of an ordinary citizen. To promote their good development on the basis of the original. Teachers need to combine the reality of school and students in teaching creative teaching. Project teaching is an effective means to develop students' skills in the 21st century. Its driving problems are based on students' own interests and come from students' actual life. To solve problems, we need to set up project teams and use various media skills in cooperative learning. Generate project works to share results. Project teaching is a form, a platform, the construction of important concepts is the goal, the application of project teaching in the teaching of important concepts in biology is to achieve the goal on this platform. "how to use the project teaching to carry on the important concept teaching? What are the advantages and disadvantages? " And so on need to carry on the practice application research. In this paper, the connotation of project teaching is defined, the meaning of project teaching is analyzed, the driving problem is explained, and the process of project teaching is established according to its own understanding of project teaching. Furthermore, it defines the connotation of the important concepts, in the comparison of the difference between the two concepts, the difference between the two concepts, the difference between the two concepts, the relationship between them and the problem-based teaching, and the relationship between task driven teaching and learning. It is pointed out that project teaching is a kind of meaningful learning activity which can reflect students' cooperation. In the process, it guides students to harvest skills in the 21st century and is conducive to students' lifelong learning attitude. Then, the paper chooses the new teaching, the review class, the test paper comment class and so on typical lesson examples to carry on the thorough example analysis, from the project description, the important concept, the project implementation, the case analysis and so on four aspects carries on the analysis reflection. Through the comparison between presupposition and generation, this paper analyzes the students' psychology, life experience, knowledge reserve, choice of driving problems, and the effectiveness of project implementation in constructing important concepts. Research learning is chosen to carry out the project teaching, and the research on students' works and compensation is deeply analyzed. Combined with the thinking of application, it is concluded that the original driving problem is decomposed, the micro-project is set up with the help of different new media technology, the scope of application of project teaching is expanded, and the new normal evaluation is introduced in the interdisciplinary and abnormal work. Improve the operation mechanism of project teaching, and make use of the team to carry out compensation research and other experiences to achieve the project teaching in the construction of important concepts. On this basis, we introduce SWOT analysis, from the four dimensions of strengths, weaknesses, opportunities and threats, to explore the advantages of project teaching in cooperative learning, diversified construction of concepts, enhance students' sense of responsibility, and so on, in the lack of time, and so on. Disadvantages in terms of lack of support, opportunities in new attempts, real life, multiple skills, and scores, teachers' own design abilities, and threats in peer scarcity.
【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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