学习风格隐性分层的初中生物学教学实践

发布时间：2018-06-12 01:43

本文选题：初中生物 + 隐性分层教学　；参考：《华中师范大学》2015年硕士论文

【摘要】：随着社会发展的进步,学生突显明显的个体化差异,在大班级教学背景下还遵循单一且高度一致化的授课模式是无法解决不同学生的更多需求。为了培养有科学素养、全面发展的现代化学生,怎样更好的解决班级内学生之间差异过大、能力无法得到需求化提升等问题,本文尝试根据学生不同的内在学习风格进行分层,再联系学习情况(如学习态度,习惯,策略等)的相关内容在实验班级开展分层授课、辅导、评价等不同模式的活动,尽可能地提高学生学业成绩及学习兴趣,以期各种学习风格的学生得到自身最大化的可持续发展。本文共有五章。在第一章,分析了隐性分层教学问题提出的研究背景,简括了实践的主要内容,并对文中重要核心概念进行简单阐述。在第二章,笔者在相关教育学家的理论基础上,关注隐性分层教学模式发展现状,回顾国内外相关研究发展历程,重视我国初中生物课堂中隐性分层教学模式实施的现状。在第三章,笔者利用相应工具对学生进行学习风格的隐性分层,再深入探索了初中生物教学的各个环节中,如何实施隐性分层教学实践。例如分层授课、练习、作业布置、个别辅导,课内外活动、学习评价等。在第四章,笔者通过各项数据分析和比较,总结出隐性分层教学的优势在于提高了教学效果,照顾了各层次学生的需要,不是传统的针对大多数学生用一个模式授课,并且保护了不同孩子的自尊、自信和隐私,让每个孩子都得到需求化的发展。最后在第五章,笔者归纳了几种隐性分层教学在初中生物课堂中可以参考的实践策略,也总结了此次实践的不足之处以期在今后能够有更好的完善。
[Abstract]:With the progress of social development, students highlight the obvious individual differences, and follow a single and highly consistent teaching mode under the background of large class teaching is unable to solve the more needs of different students. In order to cultivate the modern students with scientific literacy and all-round development, how to better solve the problems such as the difference between the students in the class is too big and the ability can not be improved by needs, this paper tries to stratify the students according to their different internal learning styles. Related to the learning situation (such as learning attitude, habits, strategies, etc.) in the experimental classes to carry out layered teaching, counseling, evaluation and other different models of activities, as far as possible to improve students' academic performance and learning interest, With a view to a variety of learning styles of students to maximize their own sustainable development. There are five chapters in this paper. In the first chapter, the author analyzes the research background of the hidden layered teaching problem, briefly introduces the main contents of practice, and briefly expounds the important core concepts in this paper. In the second chapter, based on the theory of relevant educationists, the author pays close attention to the current situation of the development of recessive stratified teaching model, reviews the development course of related research at home and abroad, and attaches importance to the present situation of the implementation of recessive stratified teaching mode in junior middle school biology classroom in our country. In the third chapter, the author makes use of the corresponding tools to carry on the recessive stratification of the students' learning style, and then probes into how to carry out the practice of the recessive stratification teaching in every link of junior high school biology teaching. For example, stratified teaching, practice, assignment, individual tutoring, outside-class activities, learning evaluation and so on. In the fourth chapter, through the analysis and comparison of various data, the author concludes that the advantage of recessive stratified teaching lies in improving the teaching effect and taking care of the needs of students at all levels. It protects the self-esteem, self-confidence and privacy of different children. Finally, in the fifth chapter, the author summarizes several kinds of recessive stratification teaching in junior middle school biology classroom can refer to the practical strategies, but also summed up the shortcomings of this practice in order to be better in the future.
【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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