初中生物课堂运用“先练后教”模式培养学生自主学习能力的研究

发布时间：2018-06-19 04:46

本文选题：自主学习 + 初中生物　；参考：《新疆师范大学》2015年硕士论文

【摘要】：二十一世纪是国际竞争激烈的时代,而且竞争的焦点是人才的竞争,在这个知识快速发展的时代,知识的更新速度快、周期短、信息激增、知识爆炸。这个充满竞争的社会中学生是否具有适应能力和竞争能力,在于学生是否具备了自主学习能力。因此学校教育承担了培养学生自主、合作的学习方式,使能够帮助学生更好地适应当今时代,但这需要教师教会学生怎样学习,怎样才能更好的掌握知识。这就给广大一线教师提出以培养学生独立学习、独立思考、乐于探究、创新能力为主的新教学目标和任务。本研究通过初中生物课堂教学中运用“先练后教”教学模式来培养学生的自主学习能力。“先练后教”教学模式指教师在教学过程中不能单纯的传授知识,而运用各种教学方式,调动学生学习兴趣,形成自主学习的一种教学模式。本研究的重点是“先练后教”教学模式为主的教学设计在实践中的实施和修改过程。本文采用文献调查、案例分析结合问卷调查以乌鲁木齐市第五中学七年级4班的学生为研究对象,运用“先练后教”教学模式前后学生的学业成绩、学生学习生物学兴趣与动机、学生自主学习能力等方面的问卷调查得分作为评价标准,公平的评价学生的自主学习能力,并获得的数据进行分析。研究结果表明,“先练后教”教学模式运用于教学实践中的效果明显,学生的学习兴趣和学习动机有了明显的提高,觉得学习生物学很愉快的人数百分率前测中占3.7%,后测中占37%、喜欢阅读有关生物课外书的人数百分率前测中占4%,后测中占49%;学生都基本上养成了良好的学习习惯,根据数据统计50%以上的学生都上课之前自己能够先预习和复习,并解决问题以后进行反思;课堂效率也明显的提高了,上课时积极向老师提出问题的学生数量从35%上升到了48.9%、自己愿意主动动笔做题的学生数量从31.5%上升到了57.4%、把已学过的知识归纳,总结的学生数量也明显的增多了;学生的学业成绩也明显的提高了,运用“先练后教”教学模式前的学生月考平均成绩为58.9分,运用后的学生期末考试平均成绩为71.2分,出现了明显的差异。在生物课堂上通过设计情景、练习题、导学案等方式引入新课,有助于激发学生的学习兴趣和动机,从而提高学生的自主学习能力。生物课堂教学中运用“先练后教”教学模式最终实现了培养学生自主学生能力的目标,达到了新课程目标的要求。
[Abstract]:The 21 century is an era of intense international competition, and the focus of competition is the competition of talents. In this era of rapid development of knowledge, the renewal of knowledge is fast, the period is short, the information proliferates and the knowledge explodes. Whether the middle school students have the ability to adapt and compete in this competitive society depends on whether the students have the ability of autonomous learning. Therefore, school education undertakes to cultivate students' independent and cooperative learning methods, so as to help students adapt to the times better, but this requires teachers to teach students how to learn and how to master knowledge better. This puts forward a new teaching goal and task to cultivate students' independent learning, independent thinking, willingness to explore and innovative ability. In this study, students' autonomous learning ability was trained by using the teaching mode of "first practice before teaching" in biology classroom teaching in junior high school. The teaching mode of "practice first and teach later" refers to a teaching mode in which teachers cannot simply impart knowledge in the course of teaching, but use various teaching methods to arouse students' interest in learning and form a teaching mode of independent learning. The emphasis of this study is the implementation and modification of teaching design in practice. This article adopts the literature investigation, the case analysis unifies the questionnaire investigation to take the Urumqi fifth middle school seventh grade 4 class student as the research object, uses "first practice before teaching" the student's academic achievement before and after the teaching mode, The questionnaire scores of students' interest and motivation in learning biology, students' autonomous learning ability and so on are used as evaluation criteria, and the students' autonomous learning ability is evaluated fairly, and the data obtained are analyzed. The results show that the teaching model of "first practice and later teaching" has obvious effect in teaching practice, and students' interest in learning and learning motivation have been greatly improved. The percentage of people who found it pleasant to learn biology was 3.7in the pretest, 37 in the post-test, 4in the pretest and 49in the post-test, and the percentage of the people who liked to read the related biology books was 40.All the students basically developed good study habits. According to the statistics, more than 50% of the students were able to preview and review before class, and then to reflect on the problem solving. The efficiency of the class was also significantly improved. In class, the number of students who actively raised questions to teachers rose from 35% to 48.9%, and the number of students who were willing to take the initiative to do problems rose from 31.5% to 57.4%. The average score of students' monthly examination is 58.9 points, and the average score of students' final examination after application is 71.2 points, there is obvious difference. It is helpful to stimulate students' interest and motivation in biology class by designing situations, exercises and guided study plans, thus improving students' autonomous learning ability. In biology classroom teaching, the teaching mode of "first practice and later teaching" has finally realized the goal of cultivating students' independent ability and reached the requirements of the new curriculum.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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