“概念图策略”在高中生物学教学中的实践研究

发布时间：2018-06-27 05:53

本文选题：概念图策略 + 高中生物学教学　；参考：《四川师范大学》2015年硕士论文

【摘要】：新课程改革基本理念中强调,要力图促进学生学习方式的改革,引导学生主动参与学习过程,逐步培养学生获取新知识的能力以及交流与合作的能力。高中生物教材针对这一理念,在每章检测题中都以“概念图”的形式要求学生对学过的知识进行系统的梳理、构建,力求通过这种方式逐渐改变学生死记硬背的传统学习方式,更好的落实新课程改革理念。从学生学习生物学科的情况来看,比较困难的是无法准确记忆零散的基础知识,因此也就不能将相关知识恰当的关联,无法进行知识的系统构建。基于以上情况,提出本课题。通过对“概念图”相关理论的收集、整理,对高中生物教材必修3《内环境与稳态》进行梳理,先选出适合实施“概念图策略”的内容,在教师的“教”,学生的“学”,教学评价三个方面实践“概念图策略”。其中,教师的“教”主要包含在教学内容的准备、教学设计中应用“概念图策略”;学生的“学”主要包含在新知识的学习、旧知识的复习、试卷评讲中的学习中应用“概念图策略”;教学评价中“概念图策略”的实施则一直贯穿在教师的“教”和学生的“学”中。在教学实践中,选定所教两个班级分别作为实验组和对照组,主要针对《内环境与稳态》中适合“概念图策略”的教学内容进行实践,实践后从学生的访谈记录和学生实践前后的考试成绩来分析,结果表明:“概念图策略”的应用,让学生学习更轻松,学生逐渐改变传统的机械学习方式为有意义学习;学生学习成绩有了一定程度的提高,学习更有信心;让教师的教学更有的放矢,针对性更强了。综合来看,教学的有效性有所提高。当然,在实践过程中也有很多不足,比如没有针对不同的学生,制定更细化的实施策略,没能做到因人而宜;实践时间不够长,实验对象数量不多,实验数据处理不够细化。在以后的教学中,应认真思考如何能更好的实施“概念图策略”,有助于教学有效性的提高。
[Abstract]:In the basic idea of the new curriculum reform, it is emphasized that we should try hard to promote the reform of students' learning style, guide students to take part in the learning process, and gradually cultivate students' ability to acquire new knowledge and to communicate and cooperate. In view of this concept, the senior high school biology textbook requires the students to systematically comb and construct the knowledge they have learned in the form of "concept map" in each chapter of the examination questions, in an effort to gradually change the traditional learning method of rote memorization through this way. Better implement the new curriculum reform concept. From the point of view of students' study of biology, it is more difficult to accurately remember the scattered basic knowledge, so they can not relate the relevant knowledge properly, and can not build the system of knowledge. Based on the above situation, this subject is put forward. Through the collection and arrangement of the related theories of "concept map", this paper sorts out the required course 3 "Internal Environment and steady State" of senior high school biology teaching material, and selects the content suitable for implementing "concept map strategy", which can be used in teachers'"teaching" and students'"learning". Practice concept Map Strategy in three aspects of Teaching Evaluation. Among them, the teacher's "teaching" mainly includes the preparation of the teaching content, the application of the "concept map strategy" in the teaching design, the student's "learning" mainly includes the study of the new knowledge, the review of the old knowledge, "concept map strategy" is applied in the study of examination paper evaluation, and the implementation of "concept map strategy" in teaching evaluation runs through teachers'"teaching" and students'"learning". In the teaching practice, the two classes were chosen as the experimental group and the control group respectively. The results show that the application of "concept map strategy" makes students learn more easily, and students gradually change the traditional mechanical learning to meaningful learning; Students have a certain degree of improvement in academic performance, learning more confident, so that teachers more targeted, more targeted. Overall, the effectiveness of teaching has been improved. Of course, there are many shortcomings in the process of practice, such as not for different students, the formulation of more detailed implementation strategies, failed to achieve appropriate for people; practice time is not long enough, the number of experimental objects is not enough, experimental data processing is not enough. In the future teaching, we should seriously consider how to better implement the concept map strategy, which is helpful to the improvement of teaching effectiveness.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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