提高高中生物课堂小组活动中学生参与度的六大策略

发布时间：2018-06-05 17:56

本文选题：高中生物 + 课堂小组活动　；参考：《河北师范大学》2015年硕士论文

【摘要】：小组活动是现代教育理念提倡的一种教学模式。新课改后我国很多学校都开展了相关的实践研究:在课堂教学中以小组活动为主要学习方式,各个学校提出了不同的教学模式,通过小组活动大大提高这些学校的教学水平。在高中生物课堂中开展小组活动时,提高小组成员的参与度是提高教学有效性的必要保障。首先,通过阅读相关文献,了解小组活动的概念和研究小组活动的现状。通过问卷调查,掌握学生对高中生物开展小组活动的看法。学生认为小组活动对自己的学习帮助很大,但是改善小组成员关系、提高生物学习兴趣、合理设计活动问题、掌握合作组织技巧等需要大力改进。其次,笔者通过课堂观察以及访谈等多种方式深层次挖掘高中生物课堂小组活动中影响学生参与的因素。笔者先制定了课堂观察量表和访谈提纲,然后进入课堂开展观察,课后笔者对所观察教师和小组学生进行访谈。研究发现要提高生物课堂小组活动的参与度,需要从以下方面改进:小组成员的人际关系,小组活动问题设置,小组活动的时间,小组活动的评价,教师对小组活动的指导,学生学习生物的兴趣,学生组织活动的能力等等。最后,确立了制定策略的四个依据、四个原则,这些依据和原则为制定策略提供了理论上的指导,保障了策略提出和验证有效性的研究顺利开展。通过以上调查和实践,笔者提出了提高高中生物课堂小组活动学生参与度的六大策略:策略一,基于教师有效组织的策略;策略二,基于优化小组活动问题设计的策略;策略三,基于引入学具的策略;策略四,基于唤起学生学习兴趣的策略;策略五,基于有效评价的策略;策略六,基于改善小组成员关系的策略。对每一个策略的要点进行了说明,附有对应的教学案例,并且笔者在教学过程中亲自实践了六大策略对提高学生参与小组活动的效果进行了检验,论证了其有效性。学生是否有效的参与,直接决定着学生小组活动的学习是否有效。提高高中小组活动学生的参与度有助于学生学习效果的提升。
[Abstract]:Group activity is a teaching mode advocated by modern educational idea. After the new curriculum reform, many schools in our country have carried out relevant practical research: in classroom teaching, group activities are the main way of learning, each school has put forward different teaching modes, and the teaching level of these schools has been greatly improved through group activities. It is necessary to improve the effectiveness of teaching by increasing the participation of group members when carrying out group activities in senior high school biology class. First, the concept of group activities and the current situation of research group activities are understood by reading relevant literature. Through the questionnaire survey, we can master the students' views on the group activities of senior high school biology. The students think that group activities are very helpful to their study, but it is necessary to improve the relationship of group members, enhance the interest of biology learning, design activities reasonably and master the skills of cooperative organization. Secondly, through classroom observation and interviews, the author deeply excavates the factors that affect students' participation in high school biology class group activities. The author first formulates the classroom observation scale and the interview outline, then enters the classroom to carry on the observation, after class the author carries on the interview to the observed teacher and the small group student. The study found that in order to improve the participation of group activities in biology classroom, the following aspects should be improved: interpersonal relationship of group members, setting up group activity problems, time of group activities, evaluation of group activities, and teachers' guidance to group activities. Students' interest in learning biology, their ability to organize activities, etc. Finally, four principles and four principles are established, which provide theoretical guidance for the formulation of strategies, and ensure the smooth development of the research on the effectiveness of strategy formulation and validation. Through the above investigation and practice, the author puts forward six strategies to improve the students' participation in group activities in senior high school biology classroom: strategy one, strategy based on effective organization of teachers, strategy two, strategies based on optimizing the design of group activities; Strategy 3 is based on the strategy of introducing learning tools; strategy 4 is based on arousing students' learning interest; strategy 5 is based on effective evaluation; and strategy 6 is based on improving group membership. The main points of each strategy are explained, with corresponding teaching cases. In the process of teaching, the author personally practices six strategies to improve the effect of students' participation in group activities, and proves its effectiveness. The effective participation of students directly determines the effectiveness of student group activities. Improving the participation of high school students in group activities is helpful to the improvement of students' learning effect.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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