初中生物课堂游戏教学及其对学业不良转化的初步研究

发布时间：2018-06-18 09:47

本文选题：初中生物 + 生物课堂游戏教学　；参考：《江西师范大学》2015年硕士论文

【摘要】：学业不良生虽只是一个班级中的一部分,容忍其存在却与义务教育生物学课程标准(2011年版)中“面向全体学生”的基本理念相悖。为促进每个学生发展生物科学素养,教师就必须考虑对生物学学业不良生的转化。针对学业不良的转化,人们最近提出了学业不良干预反应模型。其第一级干预主张在普通课堂中进行,主要是通过优化教学方法,针对性扭转“成绩缺憾生”的学业不良。笔者施行的生物课堂游戏教学就是模型的第一级干预。游戏教学是对传统讲授式教学的一种变革,它是一种教学方法,更是一种教学思想。愉悦有趣的生物游戏课堂突出了学生的主体地位,赋予了他们选择、表达的权力,使他们对学习的完成具有了更多的责任感。笔者期望这些初中生物学学业不良生能够投入其中,使自己的“成绩缺憾”得以转化。为了验证课堂游戏教学对初中生物学业不良转化的有效性,本研究采用了课堂观察、访谈、文献检索和对照实验,对课堂游戏教学转化初中生物学业不良的效果进行了初步探讨。实验发现,实验班实验对象的课后作业完成质量、生物学业成绩提高速度,在测试中表现出的对“变异”、“可遗传变异”、“不遗传变异”的掌握水平都高于对照班,这说明了生物课堂游戏教学对生物学业不良生的转化具有效果。
[Abstract]:Although underachievers are only a part of a class, tolerating their existence runs counter to the basic idea of "facing all students" in the Biology Curriculum Standard of compulsory Education (2011 edition). In order to promote the development of biological science literacy, teachers must consider the transformation of biology students. In view of the transformation of academic disabilities, people have recently proposed a model of adverse academic intervention reaction. The first level of intervention advocated in the ordinary classroom, mainly through the optimization of teaching methods, targeted reversal of "achievement regret students" academic disabilities. The biology classroom game teaching carried out by the author is the first level intervention of the model. The game teaching is a kind of reform to the traditional teaching, it is a teaching method, it is also a kind of teaching thought. The pleasant and interesting biology game classroom highlights the students' main position, gives them the right to choose and express, and makes them more responsible for the completion of their study. The author hopes that these junior high school biology students can invest in it, so that their own "achievement defect" can be transformed. In order to verify the effectiveness of classroom game teaching in transforming biological learning disabilities into junior high school students, this study used classroom observation, interviews, literature retrieval and controlled experiments. The effect of classroom game teaching on junior middle school biology is discussed. The experiment found that the quality of after-school homework and the speed of biological academic achievement were improved in the experimental class, and the mastery of "variation", "genetic variation" and "non-genetic variation" in the test were all higher than those in the control class. This shows that the teaching of biology classroom games has an effect on the transformation of students with biological learning disabilities.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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