高中生生物自主学习能力现状的调查研究

发布时间：2018-06-16 17:19

本文选题：高中生物 + 自主学习　；参考：《华中师范大学》2015年硕士论文

【摘要】：自主学习是新课程改革所倡导的一种新型学习方式,自主学习能力是在当今瞬息万变的社会条件下人们终身学习,实现自我可持续发展的需要。高中生正处于人生关键的转折期,培养他们的自主学习能力,对于学生今后的自我发展和提升至关重要。如何合理培养学生的自主学习能力是每一位高中老师都值得深思的问题。本文以兰溪市上华中学高二学生为例进行研究,通过问卷调查以及访谈的形式对当前高中生生物学习的自主性进行了初步研究。调查所用问卷是在查阅大量资料的基础上选择了学科针对性较强的2013年河南大学赵会雪硕士论文中的《高中生地理学习基本状况调查问卷》改编而成。经过检测整张问卷的克隆巴赫系数达到0.921(大于0.5),信度可靠,适用于本次研究。该问卷以得分高低作为标准检测学生的自主学习的水平。调查结果显示：高中生的生物自主学习总体上处于较低的水平,学习动机不强,自我效能感较低,对自己缺乏自信心,不能很好地制定学习计划,无法感受生物学科的实用意义。女生在生物自主学习方面普遍高于男生,特别是在学习时间(sig=0.035)以及学习过程(sig=0.045)上存在显著差异。而文理科学生之间(sig=0.321),城镇和农村生源的学生之间(sig=0.551),生物自主学习均无明显差异。调查之后,基于调查结果对培养和提高学生的生物自主学习能力进行了教学改革尝试。采用“先学后教”的方法进行了课堂教学的改进,在两个理科班之间进行了为期两个月的实验。通过对比实验前后两班学生的生物成绩以及问卷和访谈结果发现,该方法能够在自主学习的各个维度提高学生的自主学习能力,特别是在学生之间互相交流学习和利用提纲标记来帮助记忆知识的维度起到明显的促进作用。有利于培养学生的良好学习习惯,提高自主学习能力,并能有效地提升学生的成绩。
[Abstract]:Autonomous learning is a new type of learning method advocated by the new curriculum reform. Autonomous learning ability is the needs of lifelong learning and self sustainable development under the fast changing social conditions. High school students are in the key turning period of life to cultivate their self-learning ability, and for the future self development and development of students. How to cultivate the students' autonomous learning ability is a problem for every high school teacher to think deeply. This paper takes the senior two students in Lanxi Hua Hua Middle School as an example, and makes a preliminary study on the autonomy of the current high school students through questionnaires and interviews. On the basis of consulting a large amount of information, it was adapted from the questionnaire of the basic situation of geography learning of high school students in Zhao Huixue's Zhao Huixue master's thesis of the Henan University in 2013. The Bach coefficient of the entire questionnaire was 0.921 (more than 0.5), reliable and suitable for this study. The results show that the high school students' autonomous learning is at a lower level, the learning motivation is not strong, the self-efficacy is low, the self-efficacy is low, the self confidence is low, the learning plan can not be made well, and the practical significance of the biological subject can not be felt. There were significant differences in the learning time (sig=0.035) and the learning process (sig=0.045), and there was no significant difference between the students of science and Science (sig=0.321), urban and rural students (sig=0.551), and there was no significant difference in the self-learning of the students. After the investigation, the students' biological autonomy was trained and improved on the basis of the survey results. The learning ability was tried in the teaching reform. The improvement of classroom teaching was carried out with the method of "learning after learning first". The experiment was conducted between two science classes for two months. The results of two classes of students before and after the experiment were compared and the results of questionnaires and interviews showed that the method could be improved in the various dimensions of autonomous learning. Students' self-learning ability, especially among students, can help to learn and use syllabus to help the dimension of memory knowledge. It helps to cultivate students' good learning habits, improve their self-learning ability, and improve students' achievements effectively.
【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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